Survey13 Results Brandeis University13 Campus Climate Survey13 o Sexual Misconduct by Race13 Ethnicity and International Status (Spring 2015)

In the spring 201 semester the Office of the Provost and the Division of Students13 and Enrollment sponsored campus climate survey on sexual misconductThe survey was distributed electronically to all current undergraduate and graduate student members of the Brandeis community13 Graduate students in theRabb13 School of Continuing Studies were excluded as their13 program is nonresidential Students under13 the age of13 18 were also excluded The purpose of thesurvey was13 to better understand studentsrsquo attitudes experiences13 and opinions13 of sexual misconduct on our campus13 The following summarizes campus13 climatesurvey results13 by respondentsrsquo race ethnicity and international13 status as well13 as by undergraduate or graduate student status Because of small cell sizes13 that13 limit reporting respondentsrsquo results were not13 divided by gender13 identity The results are13 presented in the13 same13 format as the13 Campus Climate13 Survey on SexualMisconduct results13 which can be found at13 httpwwwbrandeisedupresidentpdfscampus-shy‐climate-shy‐reportpdf

The document is divided into the following sections

bull Response ratebull Climate and13 harassment experiences at Brandeisbull Attitudes at Brandeisbull Sexual misconduct and sexual assault mdash labeled experiencesbull Experiences of unwanted sexual behaviorsbull Reporting and13 perceptions of responsebull Sense13 of communitybull Knowledge13 of campus resources

TRIGGER WARNING

Some13 of the13 information in this report includes explicit language13 and references to sexual situations sexual assault and sexual violence These materials13 may be upsetting and may result in readersrsquo being reminded13 of previous experiences with13 sexual misconduct

If you are a student and you would like to talk to someone about instances of sexual misconduct that you have experienced please contact SheilaMcMahon sexual assault services and prevention specialist at 781-shy‐736-shy‐362613 You can also contact Julia13 Rickey survivor advocate and13 education13 specialistat 781-shy‐736-shy‐301613 or jrickeybrandeisedu Additional resources can13 be found13 at the Office of Prevention13 Services websitewwwbrandeisedupreventionservices

If you are a staff or faculty member and you would like to access resources for13 support Brandeisrsquo Office of Human Resources provides counseling andsupport services13 through the confidential Employee Assistance Program Information can be found at wwwLifeScopeEAPcom The user name is BrandeisUniversity and13 the password13 is guest You can also call 888-shy‐777-shy‐0052

1

Response Rate

total of 5416 undergraduate and13 graduate students were contacted13 to13 take the survey and13 the response rate was 34313 (N=1856) The data13 in this documentare13 presented by respondentsrsquo race13 ethnicity or international status as well as enrollment status (undergraduate or13 graduate students) Although allrespondents were asked about13 their13 standing as an undergraduate or13 graduate student not13 all respondents answered these13 questions In addition not all13 respondents indicated a race13 ethnicity or citizenship13 status Results from participants whose race or ethnicity status were unknown13 were not included13 in13 thereport The student respondents who identified as single-shy‐race Native13 Hawaiian or Pacific Islander or single-shy‐race Native American or13 Alaska Native and allrespondents of13 more than one race where one of13 those races is an underrepresented13 minority (eg white and13 Alaska Native Asian-shy‐American and black NativeHawaiian and black)13 represented a small segment13 of13 all respondents and therefore their13 data are provided13 in13 a combined13 format (ldquoOther Minorityrdquo)

Table13 1 Response13 Rates

Undergraduates Invited Responding RespondingInternational 587 66 11Latino 248 70 28Asian-shy‐American 534 180 34Black 187 44 24White 1796 763 42Other Minority 99 40 40

Race Ethnicity Unknown 257 317 123

Graduate Students Invited Responding RespondingInternational 568 73 13Latino 57 15 26Asian-shy‐American 80 16 20Black 61 6 10White 609 168 28Other Minority 19 13 68

Race and13 Ethnicity Unknown 335 87 26

The data13 regarding the race of13 those who were invited to take the survey were based13 o information13 provided13 by the Office of the University Registrar The data regarding the race of13 those whoresponded were based13 o self-shy‐reporting in the survey13 A number13 of13 student13 respondents did not13 indicate a race when they took the survey13 Therefore the number of race or ethnicity unknown13 students13 who completed the survey13 is13 greater than the data provided by13 the Office of the University13 Registrar

2

Climate13 and Harassment Experiences at Brandeis

Participants were13 asked about range13 of verbal and other behaviors that they may have13 experienced from sexist remarks to being pressured to go out withsomeone In general these negative behaviors13 were more likely to have occurred in social settings13 rather than13 in13 a class lab13 or work setting

At the undergraduate level international student respondents were less likely13 than Latino Asian-shy‐American black white or other minority student respondentsto report13 having experienced sexist13 remarks racist13 remarks or remarks about sexual orientation andor gender identity Black undergraduate respondents weregenerally13 more13 likely13 than Latino Asian-shy‐American white or other minority student respondents to report13 having experienced instances of harassment atBrandeis At the13 graduate13 level the13 data13 that can be13 reported are13 very13 limited due to13 small numbers of respondents

Statistical significance13 is not reported because of limitations of the data Appendix describes why statistical significance is not included

Table13 2 Undergraduate13 Experiences at Brandeis

Undergraduates International Latino Asian-American Black White Other

Minority

-shy‐Made sexist remarks or jokes about women in your presence mdash In class or lab orwork setting

197 338 289 386 303 423

-shy‐Made sexist remarks or jokes about women in your presence mdash In a social13 setting 576 769 744 795 782 538

-shy‐Made sexist remarks or jokes about women in your presence mdash In other settings atBrandeis

394 400 439 477 400 385

-shy‐Made remarks or jokes about men in your presence (due to their perceived sex orgender identitygender expression) mdash In class or lab or work setting

106 215 217 205 193 231

-shy‐Made remarks or jokes about men in your presence (due to their13 perceived sex or13 gender identitygender expression) mdash In a social13 setting

348 554 639 614 689 500

-shy‐Made remarks or jokes about men in your presence (due to their perceived sex orgender identitygender expression) mdash In other settings at Brandeis

273 292 383 386 307 346

-shy‐Made racist jokes or inappropriate racist remarks in your presence mdash In class or labor work setting

212 338 322 591 221 385

-shy‐Made racist jokes or inappropriate racist remarks in your presence mdash In a social13 setting

530 723 728 841 733 692

-shy‐Made racist jokes or inappropriate racist remarks in your presence mdash In othersettings13 at Brandeis

424 523 533 568 356 577

3

Undergraduates International Latino Asian-shy‐American Black White Other

Minority-shy‐Used the term thats so gay to refer to something in a negative way mdash In class orlab or work setting

76 154 189 250 98 231

-shy‐Used the term thats so gay to refer to something in a negative way mdash In a social13 setting

515 615 572 659 511 500

-shy‐Used the term thats so gay to refer to something in a negative way mdash In othersettings13 at Brandeis

242 308 344 295 265 269

-shy‐Made jokes or inappropriate comments about transgender or gender queer peoplemdash In class or lab or work setting 169 117 114 104 231

-shy‐Made jokes or inappropriate comments about transgender or gender queer peoplemdash In a social13 setting 258 338 372 568 393 462

-shy‐Made jokes or inappropriate comments about transgender or gender queer peoplemdash In other settings at Brandeis 242 231 261 250 250 423

-shy‐Made inappropriate comments about your or someone elses body appearance orattractiveness in your presence mdash In class or lab or work setting 212 277 239 273 211 385

-shy‐Made inappropriate comments about your or someone elses body appearance orattractiveness in your presence mdash In a social13 setting 576 723 689 795 717 577

-shy‐Made inappropriate comments about your or someone elses body appearance orattractiveness in your presence mdash In other settings at Brandeis 348 523 450 409 374 462

-shy‐Said crude13 or gross sexual things13 to you or tried to get you to talk about sexualmatters when you didnt want to mdash In class or lab or work setting 123 117 62

-shy‐Said crude13 or gross sexual things to you or tried to get you to talk about sexualmatters when you didnt want to mdash In a social13 setting 288 338 350 432 364 308

-shy‐Said crude13 or gross sexual things to you or tried to get you to talk about sexualmatters when you didnt want to mdash In other settings at Brandeis 167 262 233 205 183 231

-shy‐Emailed texted or instant-shy‐messaged through any social-shy‐media outlet offensivesexual jokes stories13 or pictures13 to you mdash In class or lab or work setting 92 56 20

-shy‐Emailed texted or instant-shy‐messaged through any social-shy‐media outlet offensivesexual jokes stories13 or pictures13 to you mdash In a social13 setting 152 154 183 182 163 308

-shy‐Emailed texted or instant-shy‐messaged through any social-shy‐media outlet offensivesexual jokes stories13 or pictures13 to you mdash In other settings at Brandeis 182 215 128 136 111 192

4

Undergraduates International Latino Asian-shy‐American Black White Other

Minority-shy‐Told you about their sexual experiences when you did not want to hear them mdash Inclass13 or lab or work13 setting 92 78 34

-shy‐Told you about their sexual experiences when you did not want to hear them mdash Insocial setting 258 323 306 455 303 308

-shy‐Told you about their sexual experiences when you did not want to hear them mdash Inother settings13 at Brandeis 212 262 167 182 147 192

-shy‐Repeatedly asked13 you13 o dates to13 go13 to13 dinner or to get a drink even after youve13 said no mdash In class or lab or work setting 67 31

-shy‐Repeatedly asked13 you13 o dates to13 go13 to13 dinner or to get a drink even after youve13 said no mdash In a social13 setting 152 215 156 182 197 231

-shy‐Repeatedly asked13 you13 o dates to13 go13 to13 dinner or to get a drink even after youve13 said no mdash In other settings at Brandeis 152 123 150 110 192

Cells with13 a label of indicate fewer than13 five respondents This information13 was withheld13 to13 respect individualsrsquo privacy

5

Table13 3 Graduate13 Experiences at Brandeis

Asian-shy‐ OtherGraduate Students International Latino American Black White Minority-shy‐Made sexist remarks or jokes about women in your presence mdash In13 class or lab13 or worksetting 125 571 313 333

-shy‐Made sexist remarks or jokes about women in your presence mdash In13 a social setting 264 643 375 417 545-shy‐Made sexist remarks or jokes about women in your presence mdash In13 other settings atBrandeis 167 286 179

-shy‐Made remarks or jokes about men in your presence (due to their perceived13 sex orgender identitygender expression) mdash In13 class or lab13 or work setting 125 173

-shy‐Made remarks or jokes about men in your presence (due to their perceived sex orgender identitygender expression) mdash In13 a social setting 222 643 563 345 455

-shy‐Made remarks or jokes about men in your presence (due to their perceived sex orgender identitygender expression) mdash In13 other settings at Brandeis 111 101

-shy‐Made racist jokes or inappropriate racist remarks in your presence mdash In13 class or lab13 orwork setting 125 429 226

-shy‐Made racist jokes or inappropriate racist remarks in your presence mdash In13 a social setting 278 643 563 393 455-shy‐Made racist jokes or inappropriate racist remarks in13 your presence mdash In13 other settingsat Brandeis 222 167 636

-shy‐Used the term thats so gay to refer to something in a negative way mdash In13 class or lab13 or work setting 83 65

-shy‐Used the term thats so gay to refer to something in a negative way mdash In13 a socialsetting 153 196

-shy‐Used the term thats so gay to refer to something in a negative way mdash In13 othersettings13 at Brandeis 181 119

-shy‐Made jokes or inappropriate comments about transgender and gender queer people mdash n13 class or lab13 or work settingI 42 65

-shy‐Made jokes or inappropriate comments about transgender and gender queer people mdash n13 a social settingI 69 173

-shy‐Made jokes or inappropriate comments about transgender and gender queer people mdashIn13 other settings at Brandeis 83 119

6

Graduate Students International LatinoAsian-shy‐

American Black WhiteOther

Minority-shy‐Made inappropriate comments about your or someone elses body appearance orattractiveness in your presence mdash In13 class or lab13 or work setting 97 220

-shy‐Made inappropriate comments about your or someone elses body appearance orattractiveness in your presence mdash In13 a social setting 208 500 313 357 545

-shy‐Made inappropriate comments about your or someone elses body appearance orattractiveness in your presence mdash In13 other settings at Brandeis 194 149

-shy‐Said crude13 or gross sexual things to you or tried to get you to talk about sexual matterswhen you didnt want to mdash In13 class or lab13 or work setting 71

-shy‐Said crude13 or gross sexual things to you or tried to get you to talk13 about sexual matterswhen you didnt want to mdash In13 a social setting 143

-shy‐Said crude13 or gross sexual things to you or tried to get you to talk about sexual matterswhen you didnt want to mdash In13 other settings at Brandeis 48

-shy‐Emailed texted or instant-shy‐messaged through any social-shy‐media outlet offensive sexualjokes stories or pictures to you mdash In13 class or lab13 or work setting

-shy‐Emailed texted or instant-shy‐messaged through any social-shy‐media outlet offensive sexualjokes stories or pictures to you mdash In13 a social setting 69 36

-shy‐Emailed texted or instant-shy‐messaged through any social-shy‐media outlet offensive sexualjokes stories or pictures to you mdash In13 other settings at Brandeis 42

-shy‐Told you about their sexual experiences when you did not want to hear them mdash In13 classor lab13 or work setting 60

-shy‐Told you about their sexual experiences when you did not want to hear them mdash In13 asocial setting 83 131

-shy‐Told you about their sexual experiences when you did not want to hear them mdash In13 othersettings13 at Brandeis 54

-shy‐Repeatedly asked13 you13 o dates to13 go13 to13 dinner or to get a drink even after youve13 saidno mdash In13 class or lab13 or work setting 65

-shy‐Repeatedly asked13 you13 o dates to13 go13 to13 dinner or to get a drink even after youve13 saidno mdash In13 a social setting 83

-shy‐Repeatedly asked13 you13 o dates to13 go13 to13 dinner or to get a drink even after youve13 saidno mdash In13 other settings at Brandeis 54

Cells with13 a label of indicate fewer than13 five respondents This information was withheld to respect individualsrsquo privacy

7

Attitudes at Brandeis

Survey participants were13 asked their level of agreementdisagreement o series of questions about gender consent and why sexual misconduct occurs The13 question13 used13 a five-shy‐point scale with13 an13 answer of one indicating that the respondent strongly disagreed13 and13 an13 answer of five indicating that the13 respondentstrongly agreed In the initial13 Campus Climate Survey on Sexual13 Misconduct report respondentsrsquo answers to the questions were13 shown on scale13 from stronglyagree13 to strongly disagree Due13 to small cell size responses to these13 questions are13 shown as averages Questions were asked in the affirmative and in thenegative For respondents at13 both the undergraduate and graduate levels no clear13 patterns emerged regarding race13 ethnicity or international status

Table13 4 Undergraduate13 Attitudes at Brandeis

Undergraduate Students International Latino Asian-American

Black White Other Minority

It is not necessary to ask for consent to sexual activity if you are in a relationship with your sexual partner

188 157 161 157 164 146

I believe it is important to get consent before any sexual activity 432 463 453 455 456 431

When someone is raped or sexually assaulted it is usually because the person was unclear in the way that they said no

206 183 200 158 171 158

Sexual assault and rape happen because men get carried away in sexual situations once theyve started

251 252 259 218 223 196

Rape and sexual assault happen because people put themselves in bad situations 226 223 226 177 196 169

I feel confident in my ability to judge if someone is too intoxicated to give consent to sexual activity

346 400 393 405 403 415

8

Table13 5 Graduate Students Attitudes at Brandeis

Graduate Students International Latino Asian-American

Black White Other Minority

It is not necessary to ask for consent to sexual activity if you are in a relationship with your sexual partner

194 121 125 150 155 191

I believe it is important to get consent before any sexual activity 456 471 463 450 451 427

When someone is raped or sexually assaulted it is usually because the person was unclear in the way that they said no

183 114 163 183 129 136

Sexual assault and rape happen because men get carried away in sexual situations once theyve started

245 150 213 150 198 182

Rape and sexual assault happen because people put themselves in bad situations 221 114 206 150 174 182

I feel confident in my ability to judge if someone is too intoxicated to give consent to sexual activity

404 436 388 367 407 391

9

Sexual Misconduct and Sexual Assault mdash Labeled Experiences

The survey asked about different experiences of harassment as well as instances of sexual assault that students have faced while at Brandeis13 The survey usedtwo sets of13 questions to understand the prevalence of13 sexual misconduct The first13 set13 of13 questions13 about unwanted13 sexual experiences used13 commondefinitions such13 as ldquosexual assaultrdquo and13 ldquoraperdquo13 where respondents apply13 their own interpretations to these experiences These are referred to as ldquolabeledrdquo13 unwanted13 sexual experiences

At the undergraduate level Latino13 and13 other minority student respondents13 indicated higher levels13 than white international and13 Asian-shy‐American13 studentrespondents of13 having experienced sexual misconduct The sexual misconduct includes being stalked or followed or having received repeated unwantedmessages texts or emails from someone13 that made13 the13 recipient uncomfortable being given13 dirty looks intimidated or verbally13 harassed because of onersquos(actual or13 assumed)13 gender13 identity or13 sexual orientation13 or being sexually harassed13 Black student respondents experienced the highest levels of having beengiven dirty13 looks intimidated verbally13 harassed or otherwise harassed because of onersquos (actual or assumed) racial or ethnic background Black Latino13 and13 otherminority respondents13 report the highest13 levels of13 being sexually assaulted including inappropriate sexual13 touching fondling grabbing or groping Although13 cellsize limited the information that could be reported on for experiences13 of rape Latino and Asian-shy‐American undergraduate respondents reported13 being raped13 at arate that13 is approximately twice as much as their white peer respondents

Graduate student data are not reported because the cell sizes were too small

Table13 6 Undergraduate13 Experiences of Sexual Misconduct and Assault mdash Labeled Experiences

Undergraduates International Latino Asian-American Black White Other

Minority

-Been stalked or followed or received repeated unwanted messages texts emails etc from someone that made the recipient uncomfortable 92 200 107 102 231

-Been given dirty looks intimidated verbally harassed or otherwise harassed because of ones (actual or assumed) gender identity or sexual orientation 185 45 114 66

-Been given dirty looks intimidated verbally harassed or otherwise harassed because of ones (actual or assumed) racial or ethnic background 169 297 246 500 28 346

-Been in a relationship that was controlling or abusive (physically sexually psychologically emotionally or financially) 92 108 73 66 231

-Been sexually harassed including through inappropriate sexual comments or receipt of unwanted sexual images via social media or text or in email- 78 200 101 114 108 231

-Been sexually assaulted including inappropriate sexual touching fondling grabbing or groping 185 234 169 227 154 269

-Been raped (nonconsensual penetration of ones mouth vagina or anus by a finger penis or object) 77 56 37

Each labeled experience was asked as a separate question Therefore respondents could indicate experiencing more than one of these negative behaviors from a single act13 Because of13 this the values of13 different13 cellscannot be added to determine an overall rate for harassment andor sexual misconduct Cells13 with a label of indicate fewer13 than five respondents13 This information was withheld to respect13 individualsrsquo privacy

10

Experiences of Unwanted13 Sexual Behaviors

For this set of questions respondents were13 asked about specific types of unwanted sexual behaviors that they may have13 experienced Rather than labeling theseexperiences as harassment or rape these13 questions defined different types of sexual encounters participant could have13 experienced Research (Fisher CullenFrancis amp Turner 2000 Fisher amp Cullen 2000) has found that in these types of surveys respondents are more likely to indicate that13 they have experienced aspecific13 unwanted sexual behavior than to indicate that they have experienced labeled behavior such as ldquosexual assaultrdquo

Because of small cell size undergraduate data that can13 be reported13 are13 limited13 However data are available for international Latino Asian-shy‐American black and13 white student respondents for the statement ldquoSomeone tried13 to13 put their finger penis object inside my vagina or anus even13 though13 I didnrsquot want them to13 dosordquo For this statement Latino and black student respondents experienced13 these behaviors more than13 international Asian-shy‐American13 and13 white respondents

Graduate student data are not reported13 because the cell sizes were too13 small

Table13 7 Undergraduate13 Experiences of Unwanted13 Sexual Behaviors

Undergraduates International Latino Asian-

American Black White Other

Minority Someone TRIED to perform oral sex on me or make me give them oral sex even though I didnt want to do so 125 73 72

Someone performed oral sex on me even though I didnt want them to do so 62 21 Someone made me give them oral sex or performed oral sex on me even though I didnt want them to do so 68 44

Someone TRIED to put their finger penis object inside my vagina or anus even though I didnt want them to do so 94 159 96 186 101

Someone put their penis or finger or object into my vagina or anus even though I didnt want them to do so 95 73 56

Each unwanted behavior was asked as a separate question Therefore respondents could indicate experiencing more than one of these negative behaviors from a single act13 Because of13 this the values of13 different13 cellscannot be added to determine an overall rate13 for harassment andor sexual misconduct Cells with label of indicate13 fewer than five13 respondents This information was withheld to respect individualsrsquo privacy

11

Reporting and Perceptions of Response

Patterns of reporting either informally or formally were examined for undergraduate respondents13 Latino undergraduate respondents were the most likely13 to tellsomeone about experiences13 of sexual misconduct followed by white undergraduate respondents International Asian-shy‐American13 and13 black undergraduaterespondents were the least likely to tell13 someone

Due to13 small cell sizes information from graduate students cannot be presented in order to protect confidentiality

Table13 8 Reporting13 Unwanted13 Sexual Activity

Undergraduates International LatinoAsian-shy‐

American Black WhiteOther

MinorityExperienced sexual misconduct 21 24 55 17 255 10Told someone 12 20 32 10 189 7Told someone 571 833 582 588 741 700Formally reported 10 Formally reported 39

12

Sense of Community

Respondents were asked13 about their sense of community in13 four domains connection13 with13 the community the ability to13 influence feelings of belonging13 andfulfillment13 of needs Research13 has found13 that a sense of community is a correlate of studentsrsquo willingness to13 intervene as bystanders in13 instances of13 sexualharassment and13 assault

Undergraduate respondents indicated a greater sense of community than graduate student respondents At13 the undergraduate level white student13 respondentshad13 the greatest sense of community13 while international and black undergraduate respondents had the least sense of community13 At the graduate level whiteand international student respondents indicated the13 greatest sense13 of community13 Amongst graduate student respondents Asian-shy‐Americans blacks and13 otherminority student respondents had13 the least feeling of community

Table13 9 Undergraduate13 Sense13 of Community

Undergraduates

International Latino Asian-

American Black White Other

Minority I can get what I need in this campus community 347 360 359 348 389 340 This campus community helps me fulfill my needs 338 355 352 330 383 328 I feel like a member of this campus community 358 361 366 316 397 338 I belong in this campus community 363 372 361 334 390 323 I have an influence on other people in my campus community 341 369 350 361 382 369 People in this campus community are good at influencing each other 352 374 374 359 379 385 I feel connected to this campus community 321 342 349 309 375 312 I have a good bond with others in this campus community 365 389 377 373 409 373

5-shy‐point scale with 5=strongly agree and 1=strongly disagree

13

Table13 10 Graduate13 Student Sense13 of Community

Graduate Students

International Latino Asian-

American Black White Other

Minority I can get what I need in this campus community 369 371 319 317 367 345 This campus community helps me fulfill my needs 364 357 325 300 352 309 I feel like a member of this campus community 351 371 306 300 328 309 I belong in this campus community 363 357 300 300 338 309 I have an influence on other people in my campus community 318 343 288 283 329 282 People in this campus community are good at influencing each other 336 350 344 300 344 327 I feel connected to this campus community 338 336 313 283 311 327 I have a good bond with others in this campus community 365 393 363 333 357 336

5-shy‐point scale with 5=strongly agree and 1=strongly disagree

14

Knowledge13 of Campus Resources

Participants were13 asked questions to assess their awareness of campus resources that can be accessed when instances13 of sexual misconduct occur At theundergraduate level international white and13 other minority student respondents were most likely to know where to go to get help on campus if a sexual assaultoccurred while black student respondents were least13 likely to know where to access help Black and Latino student13 respondents were least13 likely to indicate13 thatthey understood what13 happens when a student13 reports a claim of13 sexual assault as well as where13 to go to make13 report of sexual assault

Amongst graduate students Asian-shy‐American13 student respondents were most likely to13 know where to13 access help13 if a sexual assault occurred13 while blackstudent respondents13 were least likely to know this information Other minority student respondents were the most likely to13 understand13 where to13 make a reportof sexual assault and13 to13 understand13 what happens when13 a claim of sexual assault occurs Black student respondents were least likely to have this knowledge13

Table13 11 Undergraduate13 Knowledge13 of Resources and Procedures for Sexual Assault

Undergraduates

International Latino

Asian-

American Black White

Other

Minority If a friend or were sexually assaulted know where to go to get help oncampus 374 365 362 340 385 380

understand what happens when a student reports a claim of sexual assaultat Brandeis 288 268 282 252 271 304

If a friend or were sexually assaulted know where to go to make a reportof sexual assault 326 309 312 282 315 336

5-shy‐point scale with 5=strongly agree and 1=strongly disagree

Table13 12 Graduate13 Student Knowledge13 of Resources and Procedures for Sexual Assault

Graduate Students

International Latino

Asian-

American Black White

Other

Minority If a friend or were sexually assaulted I know where13 to go to get help oncampus 319 314 337 240 314 291

understand what happens when a student reports a claim of sexual13 assaultat Brandeis 275 264 244 220 242 191

If a friend or were sexually assaulted know where to go to make a reportof sexual assault 310 314 281 220 280 255

5-shy‐point scale with 5=strongly agree and 1=strongly disagree

15

Respondents were asked13 about their knowledge of specific campus resources including the Office of Prevention Services the Dean of Students Office and theTitle IX13 Officer Regardless of race13 ethnicity or international status undergraduate respondents were most aware of Brandeis Public Safety the Health13 Centerand the13 Psychological Counseling Center Undergraduate13 respondents were13 least aware13 of the13 Title13 IX Officer and the13 Title13 IX Coordinator Knowledge of otherresources was more13 varied For example Latino and white student respondents were more likely to13 know about the Office of Prevention Services13 thaninternational Asian-shy‐American13 and13 black student respondents

For graduate13 student respondents13 knowledge of campus13 resources was less than for13 undergraduate student13 respondents13 In general Asian-shy‐American13 graduatestudent respondents13 had the lowest level of familiarity with campus13 resources while Latino graduate student respondents had the highest levels of familiarity

Table13 13 Undergraduate13 Knowledge13 of Campus Resources

Undergraduates

International Latino

Asian-

American Black White

Other

Minority

Mean Mean Mean Mean Mean Mean

-Office of Prevention Services (Sheila McMahon and Rani Neutill) 245 288 242 238 282 264

-Psychological Counseling Center (PCC) 331 372 318 321 366 324

-Rape Crisis Center (official opening March 2 2015) 312 343 311 290 329 336

-Interfaith Chaplaincy 265 320 271 260 291 312

-Health Center 346 374 359 331 358 380

-Dean of Students Office (Jamele Adams) 248 282 248 318 268 265

-Department of Student Rights and Community Standards (formerly

Dean Gendron now Kerry Guerard amp Tiffany Chan) 229 243 212 168 226 238

-Brandeis Public Safety 327 357 327 325 332 312

-Title IX Officer (Linda Shinomoto in Human Resources) 172 206 184 155 203 235

-Title IX Coordinator (Rebecca Tillar who started at Brandeis on Feb 9

2015) 172 197 179 157 199 235

5-shy‐point scale with 5=very aware and 1=not at all aware

16

Table13 14 Graduate13 Student Knowledge13 of Campus Resources

Graduate Students

International Latino

Asian-

American Black White

Other

Minority

Mean Mean Mean Mean Mean Mean

-Office of Prevention Services (Sheila McMahon and Rani Neutill) 182 214 144 167 190 155

-Psychological Counseling Center (PCC) 242 350 213 283 270 245

-Rape Crisis Center (official opening March 2 2015) 225 236 156 217 223 227

-Interfaith Chaplaincy 242 314 275 283 272 300

-Health Center 371 393 313 367 335 300

-Dean of Students Office (Jamele Adams) 187 200 150 250 189 173

-Department of Student Rights and Community Standards (formerly

Dean Gendron now Kerry Guerard amp Tiffany Chan) 165 186 113 183 154 155

-Brandeis Public Safety 329 329 237 300 299 245

-Title IX Officer (Linda Shinomoto in Human Resources) 167 200 138 133 181 173

-Title IX Coordinator (Rebecca Tillar who started at Brandeis on Feb 9

2015) 163 171 131 133 168 145

5-shy‐point scale with 5=very aware and 1=not at all aware

17

13 13 13 13 13 13

Beliefs About University Response to Crisis

The Campus Climate Survey asked about student respondentsrsquo trust in the administration These questions were not limited to cases of sexual misconduct andassault so they were13 not reported on in the13 initial13 report13 The questions are included here as they have important implications as the university devises ways to13 educate the campus community about13 resources when sexual misconduct andor sexual assault occurs

At the undergraduate level international student respondents were most likely to13 agree that if13 a crisis happened at13 Brandeis the university would handle it13 well Similarly international students were more likely to indicate that the university responds rapidly in difficult situations and handles incidents in13 a fair and13 responsible manner and that the13 university does enough to protect the13 safety of students Black and other minority student respondents were the least likely toagree13 with these13 statements At the graduate student level international student respondents were more likely to13 indicate13 that the13 university would respondwell in a crisis situation while Latino and other minority respondents were least likely to indicate that the university would respond well

Table13 15 Undergraduate13 Beliefs About University Response

Undergraduates International Latino Asian-

American Black White Other

Minority If a crisis happened at Brandeis the university would handle it well 321 278 287 250 286 262 The university responds rapidly in difficult situations 314 292 305 270 293 265 University officials handle incidents in a fair and responsible manner 302 275 278 252 279 242 Brandeis does enough to protect the safety of our students 333 283 298 264 300 265 5-shy‐point scale with 5=strongly agree and 1=strongly disagree

Table13 16 Graduate13 Students Beliefs About University Response

Graduate Students International Latino Asian-

American Black White Other

Minority If a crisis happened at Brandeis the university would handle it well 369 300 331 350 329 300 The university responds rapidly in difficult situations 367 307 331 350 311 318 University officials handle incidents in a fair and responsible manner 356 314 331 350 305 309 Brandeis does enough to protect the safety of our students 386 307 306 350 340 318

5-shy‐point scale with 5=strongly agree and 1=strongly disagree

18

Appendix A Information About Statistical Significance

Statistically significant results are13 results that have13 small probability (usually 1 5 or 10) of having happened merely by chance There are issues thatcomplicate testing for significance that can lead researchers13 and consumers13 of the statistics13 to the wrong conclusion if13 certain circumstances exist Statisticalsignificance is13 not presented in the Campus13 Climate Survey of Sexual Misconduct for the following reasons

Likert Scale The use of statistical significance is disputed when Likert-shy‐type question is used Likert responses such as ldquostrongly agreerdquo and ldquosomewhatdisagreerdquo are ordinal variables that are not numerical Thus assigning values to13 qualitative responses is a topic of debate

Equal variances There is disagreement over equal variances13 between Likert responses For example is13 the difference between ldquostrongly agreerdquo and ldquoagreerdquo13 thesame as13 ldquoagreerdquo13 and ldquoneither agree13 nor disagreerdquo13 Or is the13 difference13 between ldquostrongly agreerdquo13 and ldquoagreerdquo13 the same as ldquoagreerdquo13 and ldquosomewhat agreerdquoQuantifying verbal statements leads to uncertainty when computing averages let13 alone testing for13 significance

Unequal sample sizes To compare two groups an assumption when testing statistical significance is that the groups are roughly equal sizes In Brandeisrsquo ClimateSurvey it is clear for example that there13 are13 very different sample13 sizes of white13 respondents and black or African American respondents In the13 surveyadministration phase one13 way to overcome13 this problem is to conduct random sample However due to13 the content and13 purpose of the survey not includingsome participants13 could make them feel silenced compounding a problem the survey tries13 to address

Normal distributionWith unequal sample sizes it is possible to conduct a 2-shy‐sample t-shy‐test13 if13 the responses are normally distributed However the majority of13 responses to the climate survey were not13 normally distributed

Misleading presentationfalse negativesWith the above-shy‐mentioned points in mind any remaining method such as proportion13 testing would13 be extensivelyconservative which would result in the test not flagging potential differences13 when they13 do exist Especially13 with smaller populations (which13 may be the most atrisk) the probability of13 a false negative is higher This could result in readers of the survey report dismissing differences that should indeed be looked at further

19

Climate13 and Harassment Experiences at Brandeis

Participants were13 asked about range13 of verbal and other behaviors that they may have13 experienced from sexist remarks to being pressured to go out withsomeone In general these negative behaviors13 were more likely to have occurred in social settings13 rather than13 in13 a class lab13 or work setting

At the undergraduate level international student respondents were less likely13 than Latino Asian-shy‐American black white or other minority student respondentsto report13 having experienced sexist13 remarks racist13 remarks or remarks about sexual orientation andor gender identity Black undergraduate respondents weregenerally13 more13 likely13 than Latino Asian-shy‐American white or other minority student respondents to report13 having experienced instances of harassment atBrandeis At the13 graduate13 level the13 data13 that can be13 reported are13 very13 limited due to13 small numbers of respondents

Statistical significance13 is not reported because of limitations of the data Appendix describes why statistical significance is not included

Table13 2 Undergraduate13 Experiences at Brandeis

Undergraduates International Latino Asian-American Black White Other

Minority

-shy‐Made sexist remarks or jokes about women in your presence mdash In class or lab orwork setting

197 338 289 386 303 423

-shy‐Made sexist remarks or jokes about women in your presence mdash In a social13 setting 576 769 744 795 782 538

-shy‐Made sexist remarks or jokes about women in your presence mdash In other settings atBrandeis

394 400 439 477 400 385

-shy‐Made remarks or jokes about men in your presence (due to their perceived sex orgender identitygender expression) mdash In class or lab or work setting

106 215 217 205 193 231

-shy‐Made remarks or jokes about men in your presence (due to their13 perceived sex or13 gender identitygender expression) mdash In a social13 setting

348 554 639 614 689 500

-shy‐Made remarks or jokes about men in your presence (due to their perceived sex orgender identitygender expression) mdash In other settings at Brandeis

273 292 383 386 307 346

-shy‐Made racist jokes or inappropriate racist remarks in your presence mdash In class or labor work setting

212 338 322 591 221 385

-shy‐Made racist jokes or inappropriate racist remarks in your presence mdash In a social13 setting

530 723 728 841 733 692

-shy‐Made racist jokes or inappropriate racist remarks in your presence mdash In othersettings13 at Brandeis

424 523 533 568 356 577

3

Undergraduates International Latino Asian-shy‐American Black White Other

Minority-shy‐Used the term thats so gay to refer to something in a negative way mdash In class orlab or work setting

76 154 189 250 98 231

-shy‐Used the term thats so gay to refer to something in a negative way mdash In a social13 setting

515 615 572 659 511 500

-shy‐Used the term thats so gay to refer to something in a negative way mdash In othersettings13 at Brandeis

242 308 344 295 265 269

-shy‐Made jokes or inappropriate comments about transgender or gender queer peoplemdash In class or lab or work setting 169 117 114 104 231

-shy‐Made jokes or inappropriate comments about transgender or gender queer peoplemdash In a social13 setting 258 338 372 568 393 462

-shy‐Made jokes or inappropriate comments about transgender or gender queer peoplemdash In other settings at Brandeis 242 231 261 250 250 423

-shy‐Made inappropriate comments about your or someone elses body appearance orattractiveness in your presence mdash In class or lab or work setting 212 277 239 273 211 385

-shy‐Made inappropriate comments about your or someone elses body appearance orattractiveness in your presence mdash In a social13 setting 576 723 689 795 717 577

-shy‐Made inappropriate comments about your or someone elses body appearance orattractiveness in your presence mdash In other settings at Brandeis 348 523 450 409 374 462

-shy‐Said crude13 or gross sexual things13 to you or tried to get you to talk about sexualmatters when you didnt want to mdash In class or lab or work setting 123 117 62

-shy‐Said crude13 or gross sexual things to you or tried to get you to talk about sexualmatters when you didnt want to mdash In a social13 setting 288 338 350 432 364 308

-shy‐Said crude13 or gross sexual things to you or tried to get you to talk about sexualmatters when you didnt want to mdash In other settings at Brandeis 167 262 233 205 183 231

-shy‐Emailed texted or instant-shy‐messaged through any social-shy‐media outlet offensivesexual jokes stories13 or pictures13 to you mdash In class or lab or work setting 92 56 20

-shy‐Emailed texted or instant-shy‐messaged through any social-shy‐media outlet offensivesexual jokes stories13 or pictures13 to you mdash In a social13 setting 152 154 183 182 163 308

-shy‐Emailed texted or instant-shy‐messaged through any social-shy‐media outlet offensivesexual jokes stories13 or pictures13 to you mdash In other settings at Brandeis 182 215 128 136 111 192

4

Undergraduates International Latino Asian-shy‐American Black White Other

Minority-shy‐Told you about their sexual experiences when you did not want to hear them mdash Inclass13 or lab or work13 setting 92 78 34

-shy‐Told you about their sexual experiences when you did not want to hear them mdash Insocial setting 258 323 306 455 303 308

-shy‐Told you about their sexual experiences when you did not want to hear them mdash Inother settings13 at Brandeis 212 262 167 182 147 192

-shy‐Repeatedly asked13 you13 o dates to13 go13 to13 dinner or to get a drink even after youve13 said no mdash In class or lab or work setting 67 31

-shy‐Repeatedly asked13 you13 o dates to13 go13 to13 dinner or to get a drink even after youve13 said no mdash In a social13 setting 152 215 156 182 197 231

-shy‐Repeatedly asked13 you13 o dates to13 go13 to13 dinner or to get a drink even after youve13 said no mdash In other settings at Brandeis 152 123 150 110 192

Cells with13 a label of indicate fewer than13 five respondents This information13 was withheld13 to13 respect individualsrsquo privacy

5

Table13 3 Graduate13 Experiences at Brandeis

Asian-shy‐ OtherGraduate Students International Latino American Black White Minority-shy‐Made sexist remarks or jokes about women in your presence mdash In13 class or lab13 or worksetting 125 571 313 333

-shy‐Made sexist remarks or jokes about women in your presence mdash In13 a social setting 264 643 375 417 545-shy‐Made sexist remarks or jokes about women in your presence mdash In13 other settings atBrandeis 167 286 179

-shy‐Made remarks or jokes about men in your presence (due to their perceived13 sex orgender identitygender expression) mdash In13 class or lab13 or work setting 125 173

-shy‐Made remarks or jokes about men in your presence (due to their perceived sex orgender identitygender expression) mdash In13 a social setting 222 643 563 345 455

-shy‐Made remarks or jokes about men in your presence (due to their perceived sex orgender identitygender expression) mdash In13 other settings at Brandeis 111 101

-shy‐Made racist jokes or inappropriate racist remarks in your presence mdash In13 class or lab13 orwork setting 125 429 226

-shy‐Made racist jokes or inappropriate racist remarks in your presence mdash In13 a social setting 278 643 563 393 455-shy‐Made racist jokes or inappropriate racist remarks in13 your presence mdash In13 other settingsat Brandeis 222 167 636

-shy‐Used the term thats so gay to refer to something in a negative way mdash In13 class or lab13 or work setting 83 65

-shy‐Used the term thats so gay to refer to something in a negative way mdash In13 a socialsetting 153 196

-shy‐Used the term thats so gay to refer to something in a negative way mdash In13 othersettings13 at Brandeis 181 119

-shy‐Made jokes or inappropriate comments about transgender and gender queer people mdash n13 class or lab13 or work settingI 42 65

-shy‐Made jokes or inappropriate comments about transgender and gender queer people mdash n13 a social settingI 69 173

-shy‐Made jokes or inappropriate comments about transgender and gender queer people mdashIn13 other settings at Brandeis 83 119

6

Graduate Students International LatinoAsian-shy‐

American Black WhiteOther

Minority-shy‐Made inappropriate comments about your or someone elses body appearance orattractiveness in your presence mdash In13 class or lab13 or work setting 97 220

-shy‐Made inappropriate comments about your or someone elses body appearance orattractiveness in your presence mdash In13 a social setting 208 500 313 357 545

-shy‐Made inappropriate comments about your or someone elses body appearance orattractiveness in your presence mdash In13 other settings at Brandeis 194 149

-shy‐Said crude13 or gross sexual things to you or tried to get you to talk about sexual matterswhen you didnt want to mdash In13 class or lab13 or work setting 71

-shy‐Said crude13 or gross sexual things to you or tried to get you to talk13 about sexual matterswhen you didnt want to mdash In13 a social setting 143

-shy‐Said crude13 or gross sexual things to you or tried to get you to talk about sexual matterswhen you didnt want to mdash In13 other settings at Brandeis 48

-shy‐Emailed texted or instant-shy‐messaged through any social-shy‐media outlet offensive sexualjokes stories or pictures to you mdash In13 class or lab13 or work setting

-shy‐Emailed texted or instant-shy‐messaged through any social-shy‐media outlet offensive sexualjokes stories or pictures to you mdash In13 a social setting 69 36

-shy‐Emailed texted or instant-shy‐messaged through any social-shy‐media outlet offensive sexualjokes stories or pictures to you mdash In13 other settings at Brandeis 42

-shy‐Told you about their sexual experiences when you did not want to hear them mdash In13 classor lab13 or work setting 60

-shy‐Told you about their sexual experiences when you did not want to hear them mdash In13 asocial setting 83 131

-shy‐Told you about their sexual experiences when you did not want to hear them mdash In13 othersettings13 at Brandeis 54

-shy‐Repeatedly asked13 you13 o dates to13 go13 to13 dinner or to get a drink even after youve13 saidno mdash In13 class or lab13 or work setting 65

-shy‐Repeatedly asked13 you13 o dates to13 go13 to13 dinner or to get a drink even after youve13 saidno mdash In13 a social setting 83

-shy‐Repeatedly asked13 you13 o dates to13 go13 to13 dinner or to get a drink even after youve13 saidno mdash In13 other settings at Brandeis 54

Cells with13 a label of indicate fewer than13 five respondents This information was withheld to respect individualsrsquo privacy

7

Attitudes at Brandeis

Survey participants were13 asked their level of agreementdisagreement o series of questions about gender consent and why sexual misconduct occurs The13 question13 used13 a five-shy‐point scale with13 an13 answer of one indicating that the respondent strongly disagreed13 and13 an13 answer of five indicating that the13 respondentstrongly agreed In the initial13 Campus Climate Survey on Sexual13 Misconduct report respondentsrsquo answers to the questions were13 shown on scale13 from stronglyagree13 to strongly disagree Due13 to small cell size responses to these13 questions are13 shown as averages Questions were asked in the affirmative and in thenegative For respondents at13 both the undergraduate and graduate levels no clear13 patterns emerged regarding race13 ethnicity or international status

Table13 4 Undergraduate13 Attitudes at Brandeis

Undergraduate Students International Latino Asian-American

Black White Other Minority

It is not necessary to ask for consent to sexual activity if you are in a relationship with your sexual partner

188 157 161 157 164 146

I believe it is important to get consent before any sexual activity 432 463 453 455 456 431

When someone is raped or sexually assaulted it is usually because the person was unclear in the way that they said no

206 183 200 158 171 158

Sexual assault and rape happen because men get carried away in sexual situations once theyve started

251 252 259 218 223 196

Rape and sexual assault happen because people put themselves in bad situations 226 223 226 177 196 169

I feel confident in my ability to judge if someone is too intoxicated to give consent to sexual activity

346 400 393 405 403 415

8

Table13 5 Graduate Students Attitudes at Brandeis

Graduate Students International Latino Asian-American

Black White Other Minority

It is not necessary to ask for consent to sexual activity if you are in a relationship with your sexual partner

194 121 125 150 155 191

I believe it is important to get consent before any sexual activity 456 471 463 450 451 427

When someone is raped or sexually assaulted it is usually because the person was unclear in the way that they said no

183 114 163 183 129 136

Sexual assault and rape happen because men get carried away in sexual situations once theyve started

245 150 213 150 198 182

Rape and sexual assault happen because people put themselves in bad situations 221 114 206 150 174 182

I feel confident in my ability to judge if someone is too intoxicated to give consent to sexual activity

404 436 388 367 407 391

9

Sexual Misconduct and Sexual Assault mdash Labeled Experiences

The survey asked about different experiences of harassment as well as instances of sexual assault that students have faced while at Brandeis13 The survey usedtwo sets of13 questions to understand the prevalence of13 sexual misconduct The first13 set13 of13 questions13 about unwanted13 sexual experiences used13 commondefinitions such13 as ldquosexual assaultrdquo and13 ldquoraperdquo13 where respondents apply13 their own interpretations to these experiences These are referred to as ldquolabeledrdquo13 unwanted13 sexual experiences

At the undergraduate level Latino13 and13 other minority student respondents13 indicated higher levels13 than white international and13 Asian-shy‐American13 studentrespondents of13 having experienced sexual misconduct The sexual misconduct includes being stalked or followed or having received repeated unwantedmessages texts or emails from someone13 that made13 the13 recipient uncomfortable being given13 dirty looks intimidated or verbally13 harassed because of onersquos(actual or13 assumed)13 gender13 identity or13 sexual orientation13 or being sexually harassed13 Black student respondents experienced the highest levels of having beengiven dirty13 looks intimidated verbally13 harassed or otherwise harassed because of onersquos (actual or assumed) racial or ethnic background Black Latino13 and13 otherminority respondents13 report the highest13 levels of13 being sexually assaulted including inappropriate sexual13 touching fondling grabbing or groping Although13 cellsize limited the information that could be reported on for experiences13 of rape Latino and Asian-shy‐American undergraduate respondents reported13 being raped13 at arate that13 is approximately twice as much as their white peer respondents

Graduate student data are not reported because the cell sizes were too small

Table13 6 Undergraduate13 Experiences of Sexual Misconduct and Assault mdash Labeled Experiences

Undergraduates International Latino Asian-American Black White Other

Minority

-Been stalked or followed or received repeated unwanted messages texts emails etc from someone that made the recipient uncomfortable 92 200 107 102 231

-Been given dirty looks intimidated verbally harassed or otherwise harassed because of ones (actual or assumed) gender identity or sexual orientation 185 45 114 66

-Been given dirty looks intimidated verbally harassed or otherwise harassed because of ones (actual or assumed) racial or ethnic background 169 297 246 500 28 346

-Been in a relationship that was controlling or abusive (physically sexually psychologically emotionally or financially) 92 108 73 66 231

-Been sexually harassed including through inappropriate sexual comments or receipt of unwanted sexual images via social media or text or in email- 78 200 101 114 108 231

-Been sexually assaulted including inappropriate sexual touching fondling grabbing or groping 185 234 169 227 154 269

-Been raped (nonconsensual penetration of ones mouth vagina or anus by a finger penis or object) 77 56 37

Each labeled experience was asked as a separate question Therefore respondents could indicate experiencing more than one of these negative behaviors from a single act13 Because of13 this the values of13 different13 cellscannot be added to determine an overall rate for harassment andor sexual misconduct Cells13 with a label of indicate fewer13 than five respondents13 This information was withheld to respect13 individualsrsquo privacy

10

Experiences of Unwanted13 Sexual Behaviors

For this set of questions respondents were13 asked about specific types of unwanted sexual behaviors that they may have13 experienced Rather than labeling theseexperiences as harassment or rape these13 questions defined different types of sexual encounters participant could have13 experienced Research (Fisher CullenFrancis amp Turner 2000 Fisher amp Cullen 2000) has found that in these types of surveys respondents are more likely to indicate that13 they have experienced aspecific13 unwanted sexual behavior than to indicate that they have experienced labeled behavior such as ldquosexual assaultrdquo

Because of small cell size undergraduate data that can13 be reported13 are13 limited13 However data are available for international Latino Asian-shy‐American black and13 white student respondents for the statement ldquoSomeone tried13 to13 put their finger penis object inside my vagina or anus even13 though13 I didnrsquot want them to13 dosordquo For this statement Latino and black student respondents experienced13 these behaviors more than13 international Asian-shy‐American13 and13 white respondents

Graduate student data are not reported13 because the cell sizes were too13 small

Table13 7 Undergraduate13 Experiences of Unwanted13 Sexual Behaviors

Undergraduates International Latino Asian-

American Black White Other

Minority Someone TRIED to perform oral sex on me or make me give them oral sex even though I didnt want to do so 125 73 72

Someone performed oral sex on me even though I didnt want them to do so 62 21 Someone made me give them oral sex or performed oral sex on me even though I didnt want them to do so 68 44

Someone TRIED to put their finger penis object inside my vagina or anus even though I didnt want them to do so 94 159 96 186 101

Someone put their penis or finger or object into my vagina or anus even though I didnt want them to do so 95 73 56

Each unwanted behavior was asked as a separate question Therefore respondents could indicate experiencing more than one of these negative behaviors from a single act13 Because of13 this the values of13 different13 cellscannot be added to determine an overall rate13 for harassment andor sexual misconduct Cells with label of indicate13 fewer than five13 respondents This information was withheld to respect individualsrsquo privacy

11

Reporting and Perceptions of Response

Patterns of reporting either informally or formally were examined for undergraduate respondents13 Latino undergraduate respondents were the most likely13 to tellsomeone about experiences13 of sexual misconduct followed by white undergraduate respondents International Asian-shy‐American13 and13 black undergraduaterespondents were the least likely to tell13 someone

Due to13 small cell sizes information from graduate students cannot be presented in order to protect confidentiality

Table13 8 Reporting13 Unwanted13 Sexual Activity

Undergraduates International LatinoAsian-shy‐

American Black WhiteOther

MinorityExperienced sexual misconduct 21 24 55 17 255 10Told someone 12 20 32 10 189 7Told someone 571 833 582 588 741 700Formally reported 10 Formally reported 39

12

Sense of Community

Respondents were asked13 about their sense of community in13 four domains connection13 with13 the community the ability to13 influence feelings of belonging13 andfulfillment13 of needs Research13 has found13 that a sense of community is a correlate of studentsrsquo willingness to13 intervene as bystanders in13 instances of13 sexualharassment and13 assault

Undergraduate respondents indicated a greater sense of community than graduate student respondents At13 the undergraduate level white student13 respondentshad13 the greatest sense of community13 while international and black undergraduate respondents had the least sense of community13 At the graduate level whiteand international student respondents indicated the13 greatest sense13 of community13 Amongst graduate student respondents Asian-shy‐Americans blacks and13 otherminority student respondents had13 the least feeling of community

Table13 9 Undergraduate13 Sense13 of Community

Undergraduates

International Latino Asian-

American Black White Other

Minority I can get what I need in this campus community 347 360 359 348 389 340 This campus community helps me fulfill my needs 338 355 352 330 383 328 I feel like a member of this campus community 358 361 366 316 397 338 I belong in this campus community 363 372 361 334 390 323 I have an influence on other people in my campus community 341 369 350 361 382 369 People in this campus community are good at influencing each other 352 374 374 359 379 385 I feel connected to this campus community 321 342 349 309 375 312 I have a good bond with others in this campus community 365 389 377 373 409 373

5-shy‐point scale with 5=strongly agree and 1=strongly disagree

13

Table13 10 Graduate13 Student Sense13 of Community

Graduate Students

International Latino Asian-

American Black White Other

Minority I can get what I need in this campus community 369 371 319 317 367 345 This campus community helps me fulfill my needs 364 357 325 300 352 309 I feel like a member of this campus community 351 371 306 300 328 309 I belong in this campus community 363 357 300 300 338 309 I have an influence on other people in my campus community 318 343 288 283 329 282 People in this campus community are good at influencing each other 336 350 344 300 344 327 I feel connected to this campus community 338 336 313 283 311 327 I have a good bond with others in this campus community 365 393 363 333 357 336

5-shy‐point scale with 5=strongly agree and 1=strongly disagree

14

Knowledge13 of Campus Resources

Participants were13 asked questions to assess their awareness of campus resources that can be accessed when instances13 of sexual misconduct occur At theundergraduate level international white and13 other minority student respondents were most likely to know where to go to get help on campus if a sexual assaultoccurred while black student respondents were least13 likely to know where to access help Black and Latino student13 respondents were least13 likely to indicate13 thatthey understood what13 happens when a student13 reports a claim of13 sexual assault as well as where13 to go to make13 report of sexual assault

Amongst graduate students Asian-shy‐American13 student respondents were most likely to13 know where to13 access help13 if a sexual assault occurred13 while blackstudent respondents13 were least likely to know this information Other minority student respondents were the most likely to13 understand13 where to13 make a reportof sexual assault and13 to13 understand13 what happens when13 a claim of sexual assault occurs Black student respondents were least likely to have this knowledge13

Table13 11 Undergraduate13 Knowledge13 of Resources and Procedures for Sexual Assault

Undergraduates

International Latino

Asian-

American Black White

Other

Minority If a friend or were sexually assaulted know where to go to get help oncampus 374 365 362 340 385 380

understand what happens when a student reports a claim of sexual assaultat Brandeis 288 268 282 252 271 304

If a friend or were sexually assaulted know where to go to make a reportof sexual assault 326 309 312 282 315 336

5-shy‐point scale with 5=strongly agree and 1=strongly disagree

Table13 12 Graduate13 Student Knowledge13 of Resources and Procedures for Sexual Assault

Graduate Students

International Latino

Asian-

American Black White

Other

Minority If a friend or were sexually assaulted I know where13 to go to get help oncampus 319 314 337 240 314 291

understand what happens when a student reports a claim of sexual13 assaultat Brandeis 275 264 244 220 242 191

If a friend or were sexually assaulted know where to go to make a reportof sexual assault 310 314 281 220 280 255

5-shy‐point scale with 5=strongly agree and 1=strongly disagree

15

Respondents were asked13 about their knowledge of specific campus resources including the Office of Prevention Services the Dean of Students Office and theTitle IX13 Officer Regardless of race13 ethnicity or international status undergraduate respondents were most aware of Brandeis Public Safety the Health13 Centerand the13 Psychological Counseling Center Undergraduate13 respondents were13 least aware13 of the13 Title13 IX Officer and the13 Title13 IX Coordinator Knowledge of otherresources was more13 varied For example Latino and white student respondents were more likely to13 know about the Office of Prevention Services13 thaninternational Asian-shy‐American13 and13 black student respondents

For graduate13 student respondents13 knowledge of campus13 resources was less than for13 undergraduate student13 respondents13 In general Asian-shy‐American13 graduatestudent respondents13 had the lowest level of familiarity with campus13 resources while Latino graduate student respondents had the highest levels of familiarity

Table13 13 Undergraduate13 Knowledge13 of Campus Resources

Undergraduates

International Latino

Asian-

American Black White

Other

Minority

Mean Mean Mean Mean Mean Mean

-Office of Prevention Services (Sheila McMahon and Rani Neutill) 245 288 242 238 282 264

-Psychological Counseling Center (PCC) 331 372 318 321 366 324

-Rape Crisis Center (official opening March 2 2015) 312 343 311 290 329 336

-Interfaith Chaplaincy 265 320 271 260 291 312

-Health Center 346 374 359 331 358 380

-Dean of Students Office (Jamele Adams) 248 282 248 318 268 265

-Department of Student Rights and Community Standards (formerly

Dean Gendron now Kerry Guerard amp Tiffany Chan) 229 243 212 168 226 238

-Brandeis Public Safety 327 357 327 325 332 312

-Title IX Officer (Linda Shinomoto in Human Resources) 172 206 184 155 203 235

-Title IX Coordinator (Rebecca Tillar who started at Brandeis on Feb 9

2015) 172 197 179 157 199 235

5-shy‐point scale with 5=very aware and 1=not at all aware

16

Table13 14 Graduate13 Student Knowledge13 of Campus Resources

Graduate Students

International Latino

Asian-

American Black White

Other

Minority

Mean Mean Mean Mean Mean Mean

-Office of Prevention Services (Sheila McMahon and Rani Neutill) 182 214 144 167 190 155

-Psychological Counseling Center (PCC) 242 350 213 283 270 245

-Rape Crisis Center (official opening March 2 2015) 225 236 156 217 223 227

-Interfaith Chaplaincy 242 314 275 283 272 300

-Health Center 371 393 313 367 335 300

-Dean of Students Office (Jamele Adams) 187 200 150 250 189 173

-Department of Student Rights and Community Standards (formerly

Dean Gendron now Kerry Guerard amp Tiffany Chan) 165 186 113 183 154 155

-Brandeis Public Safety 329 329 237 300 299 245

-Title IX Officer (Linda Shinomoto in Human Resources) 167 200 138 133 181 173

-Title IX Coordinator (Rebecca Tillar who started at Brandeis on Feb 9

2015) 163 171 131 133 168 145

5-shy‐point scale with 5=very aware and 1=not at all aware

17

13 13 13 13 13 13

Beliefs About University Response to Crisis

The Campus Climate Survey asked about student respondentsrsquo trust in the administration These questions were not limited to cases of sexual misconduct andassault so they were13 not reported on in the13 initial13 report13 The questions are included here as they have important implications as the university devises ways to13 educate the campus community about13 resources when sexual misconduct andor sexual assault occurs

At the undergraduate level international student respondents were most likely to13 agree that if13 a crisis happened at13 Brandeis the university would handle it13 well Similarly international students were more likely to indicate that the university responds rapidly in difficult situations and handles incidents in13 a fair and13 responsible manner and that the13 university does enough to protect the13 safety of students Black and other minority student respondents were the least likely toagree13 with these13 statements At the graduate student level international student respondents were more likely to13 indicate13 that the13 university would respondwell in a crisis situation while Latino and other minority respondents were least likely to indicate that the university would respond well

Table13 15 Undergraduate13 Beliefs About University Response

Undergraduates International Latino Asian-

American Black White Other

Minority If a crisis happened at Brandeis the university would handle it well 321 278 287 250 286 262 The university responds rapidly in difficult situations 314 292 305 270 293 265 University officials handle incidents in a fair and responsible manner 302 275 278 252 279 242 Brandeis does enough to protect the safety of our students 333 283 298 264 300 265 5-shy‐point scale with 5=strongly agree and 1=strongly disagree

Table13 16 Graduate13 Students Beliefs About University Response

Graduate Students International Latino Asian-

American Black White Other

Minority If a crisis happened at Brandeis the university would handle it well 369 300 331 350 329 300 The university responds rapidly in difficult situations 367 307 331 350 311 318 University officials handle incidents in a fair and responsible manner 356 314 331 350 305 309 Brandeis does enough to protect the safety of our students 386 307 306 350 340 318

5-shy‐point scale with 5=strongly agree and 1=strongly disagree

18

Appendix A Information About Statistical Significance

Statistically significant results are13 results that have13 small probability (usually 1 5 or 10) of having happened merely by chance There are issues thatcomplicate testing for significance that can lead researchers13 and consumers13 of the statistics13 to the wrong conclusion if13 certain circumstances exist Statisticalsignificance is13 not presented in the Campus13 Climate Survey of Sexual Misconduct for the following reasons

Likert Scale The use of statistical significance is disputed when Likert-shy‐type question is used Likert responses such as ldquostrongly agreerdquo and ldquosomewhatdisagreerdquo are ordinal variables that are not numerical Thus assigning values to13 qualitative responses is a topic of debate

Equal variances There is disagreement over equal variances13 between Likert responses For example is13 the difference between ldquostrongly agreerdquo and ldquoagreerdquo13 thesame as13 ldquoagreerdquo13 and ldquoneither agree13 nor disagreerdquo13 Or is the13 difference13 between ldquostrongly agreerdquo13 and ldquoagreerdquo13 the same as ldquoagreerdquo13 and ldquosomewhat agreerdquoQuantifying verbal statements leads to uncertainty when computing averages let13 alone testing for13 significance

Unequal sample sizes To compare two groups an assumption when testing statistical significance is that the groups are roughly equal sizes In Brandeisrsquo ClimateSurvey it is clear for example that there13 are13 very different sample13 sizes of white13 respondents and black or African American respondents In the13 surveyadministration phase one13 way to overcome13 this problem is to conduct random sample However due to13 the content and13 purpose of the survey not includingsome participants13 could make them feel silenced compounding a problem the survey tries13 to address

Normal distributionWith unequal sample sizes it is possible to conduct a 2-shy‐sample t-shy‐test13 if13 the responses are normally distributed However the majority of13 responses to the climate survey were not13 normally distributed

Misleading presentationfalse negativesWith the above-shy‐mentioned points in mind any remaining method such as proportion13 testing would13 be extensivelyconservative which would result in the test not flagging potential differences13 when they13 do exist Especially13 with smaller populations (which13 may be the most atrisk) the probability of13 a false negative is higher This could result in readers of the survey report dismissing differences that should indeed be looked at further

19

Undergraduates International Latino Asian-shy‐American Black White Other

Minority-shy‐Used the term thats so gay to refer to something in a negative way mdash In class orlab or work setting

76 154 189 250 98 231

-shy‐Used the term thats so gay to refer to something in a negative way mdash In a social13 setting

515 615 572 659 511 500

-shy‐Used the term thats so gay to refer to something in a negative way mdash In othersettings13 at Brandeis

242 308 344 295 265 269

-shy‐Made jokes or inappropriate comments about transgender or gender queer peoplemdash In class or lab or work setting 169 117 114 104 231

-shy‐Made jokes or inappropriate comments about transgender or gender queer peoplemdash In a social13 setting 258 338 372 568 393 462

-shy‐Made jokes or inappropriate comments about transgender or gender queer peoplemdash In other settings at Brandeis 242 231 261 250 250 423

-shy‐Made inappropriate comments about your or someone elses body appearance orattractiveness in your presence mdash In class or lab or work setting 212 277 239 273 211 385

-shy‐Made inappropriate comments about your or someone elses body appearance orattractiveness in your presence mdash In a social13 setting 576 723 689 795 717 577

-shy‐Made inappropriate comments about your or someone elses body appearance orattractiveness in your presence mdash In other settings at Brandeis 348 523 450 409 374 462

-shy‐Said crude13 or gross sexual things13 to you or tried to get you to talk about sexualmatters when you didnt want to mdash In class or lab or work setting 123 117 62

-shy‐Said crude13 or gross sexual things to you or tried to get you to talk about sexualmatters when you didnt want to mdash In a social13 setting 288 338 350 432 364 308

-shy‐Said crude13 or gross sexual things to you or tried to get you to talk about sexualmatters when you didnt want to mdash In other settings at Brandeis 167 262 233 205 183 231

-shy‐Emailed texted or instant-shy‐messaged through any social-shy‐media outlet offensivesexual jokes stories13 or pictures13 to you mdash In class or lab or work setting 92 56 20

-shy‐Emailed texted or instant-shy‐messaged through any social-shy‐media outlet offensivesexual jokes stories13 or pictures13 to you mdash In a social13 setting 152 154 183 182 163 308

-shy‐Emailed texted or instant-shy‐messaged through any social-shy‐media outlet offensivesexual jokes stories13 or pictures13 to you mdash In other settings at Brandeis 182 215 128 136 111 192

4

Undergraduates International Latino Asian-shy‐American Black White Other

Minority-shy‐Told you about their sexual experiences when you did not want to hear them mdash Inclass13 or lab or work13 setting 92 78 34

-shy‐Told you about their sexual experiences when you did not want to hear them mdash Insocial setting 258 323 306 455 303 308

-shy‐Told you about their sexual experiences when you did not want to hear them mdash Inother settings13 at Brandeis 212 262 167 182 147 192

-shy‐Repeatedly asked13 you13 o dates to13 go13 to13 dinner or to get a drink even after youve13 said no mdash In class or lab or work setting 67 31

-shy‐Repeatedly asked13 you13 o dates to13 go13 to13 dinner or to get a drink even after youve13 said no mdash In a social13 setting 152 215 156 182 197 231

-shy‐Repeatedly asked13 you13 o dates to13 go13 to13 dinner or to get a drink even after youve13 said no mdash In other settings at Brandeis 152 123 150 110 192

Cells with13 a label of indicate fewer than13 five respondents This information13 was withheld13 to13 respect individualsrsquo privacy

5

Table13 3 Graduate13 Experiences at Brandeis

Asian-shy‐ OtherGraduate Students International Latino American Black White Minority-shy‐Made sexist remarks or jokes about women in your presence mdash In13 class or lab13 or worksetting 125 571 313 333

-shy‐Made sexist remarks or jokes about women in your presence mdash In13 a social setting 264 643 375 417 545-shy‐Made sexist remarks or jokes about women in your presence mdash In13 other settings atBrandeis 167 286 179

-shy‐Made remarks or jokes about men in your presence (due to their perceived13 sex orgender identitygender expression) mdash In13 class or lab13 or work setting 125 173

-shy‐Made remarks or jokes about men in your presence (due to their perceived sex orgender identitygender expression) mdash In13 a social setting 222 643 563 345 455

-shy‐Made remarks or jokes about men in your presence (due to their perceived sex orgender identitygender expression) mdash In13 other settings at Brandeis 111 101

-shy‐Made racist jokes or inappropriate racist remarks in your presence mdash In13 class or lab13 orwork setting 125 429 226

-shy‐Made racist jokes or inappropriate racist remarks in your presence mdash In13 a social setting 278 643 563 393 455-shy‐Made racist jokes or inappropriate racist remarks in13 your presence mdash In13 other settingsat Brandeis 222 167 636

-shy‐Used the term thats so gay to refer to something in a negative way mdash In13 class or lab13 or work setting 83 65

-shy‐Used the term thats so gay to refer to something in a negative way mdash In13 a socialsetting 153 196

-shy‐Used the term thats so gay to refer to something in a negative way mdash In13 othersettings13 at Brandeis 181 119

-shy‐Made jokes or inappropriate comments about transgender and gender queer people mdash n13 class or lab13 or work settingI 42 65

-shy‐Made jokes or inappropriate comments about transgender and gender queer people mdash n13 a social settingI 69 173

-shy‐Made jokes or inappropriate comments about transgender and gender queer people mdashIn13 other settings at Brandeis 83 119

6

Graduate Students International LatinoAsian-shy‐

American Black WhiteOther

Minority-shy‐Made inappropriate comments about your or someone elses body appearance orattractiveness in your presence mdash In13 class or lab13 or work setting 97 220

-shy‐Made inappropriate comments about your or someone elses body appearance orattractiveness in your presence mdash In13 a social setting 208 500 313 357 545

-shy‐Made inappropriate comments about your or someone elses body appearance orattractiveness in your presence mdash In13 other settings at Brandeis 194 149

-shy‐Said crude13 or gross sexual things to you or tried to get you to talk about sexual matterswhen you didnt want to mdash In13 class or lab13 or work setting 71

-shy‐Said crude13 or gross sexual things to you or tried to get you to talk13 about sexual matterswhen you didnt want to mdash In13 a social setting 143

-shy‐Said crude13 or gross sexual things to you or tried to get you to talk about sexual matterswhen you didnt want to mdash In13 other settings at Brandeis 48

-shy‐Emailed texted or instant-shy‐messaged through any social-shy‐media outlet offensive sexualjokes stories or pictures to you mdash In13 class or lab13 or work setting

-shy‐Emailed texted or instant-shy‐messaged through any social-shy‐media outlet offensive sexualjokes stories or pictures to you mdash In13 a social setting 69 36

-shy‐Emailed texted or instant-shy‐messaged through any social-shy‐media outlet offensive sexualjokes stories or pictures to you mdash In13 other settings at Brandeis 42

-shy‐Told you about their sexual experiences when you did not want to hear them mdash In13 classor lab13 or work setting 60

-shy‐Told you about their sexual experiences when you did not want to hear them mdash In13 asocial setting 83 131

-shy‐Told you about their sexual experiences when you did not want to hear them mdash In13 othersettings13 at Brandeis 54

-shy‐Repeatedly asked13 you13 o dates to13 go13 to13 dinner or to get a drink even after youve13 saidno mdash In13 class or lab13 or work setting 65

-shy‐Repeatedly asked13 you13 o dates to13 go13 to13 dinner or to get a drink even after youve13 saidno mdash In13 a social setting 83

-shy‐Repeatedly asked13 you13 o dates to13 go13 to13 dinner or to get a drink even after youve13 saidno mdash In13 other settings at Brandeis 54

Cells with13 a label of indicate fewer than13 five respondents This information was withheld to respect individualsrsquo privacy

7

Attitudes at Brandeis

Survey participants were13 asked their level of agreementdisagreement o series of questions about gender consent and why sexual misconduct occurs The13 question13 used13 a five-shy‐point scale with13 an13 answer of one indicating that the respondent strongly disagreed13 and13 an13 answer of five indicating that the13 respondentstrongly agreed In the initial13 Campus Climate Survey on Sexual13 Misconduct report respondentsrsquo answers to the questions were13 shown on scale13 from stronglyagree13 to strongly disagree Due13 to small cell size responses to these13 questions are13 shown as averages Questions were asked in the affirmative and in thenegative For respondents at13 both the undergraduate and graduate levels no clear13 patterns emerged regarding race13 ethnicity or international status

Table13 4 Undergraduate13 Attitudes at Brandeis

Undergraduate Students International Latino Asian-American

Black White Other Minority

It is not necessary to ask for consent to sexual activity if you are in a relationship with your sexual partner

188 157 161 157 164 146

I believe it is important to get consent before any sexual activity 432 463 453 455 456 431

When someone is raped or sexually assaulted it is usually because the person was unclear in the way that they said no

206 183 200 158 171 158

Sexual assault and rape happen because men get carried away in sexual situations once theyve started

251 252 259 218 223 196

Rape and sexual assault happen because people put themselves in bad situations 226 223 226 177 196 169

I feel confident in my ability to judge if someone is too intoxicated to give consent to sexual activity

346 400 393 405 403 415

8

Table13 5 Graduate Students Attitudes at Brandeis

Graduate Students International Latino Asian-American

Black White Other Minority

It is not necessary to ask for consent to sexual activity if you are in a relationship with your sexual partner

194 121 125 150 155 191

I believe it is important to get consent before any sexual activity 456 471 463 450 451 427

When someone is raped or sexually assaulted it is usually because the person was unclear in the way that they said no

183 114 163 183 129 136

Sexual assault and rape happen because men get carried away in sexual situations once theyve started

245 150 213 150 198 182

Rape and sexual assault happen because people put themselves in bad situations 221 114 206 150 174 182

I feel confident in my ability to judge if someone is too intoxicated to give consent to sexual activity

404 436 388 367 407 391

9

Sexual Misconduct and Sexual Assault mdash Labeled Experiences

The survey asked about different experiences of harassment as well as instances of sexual assault that students have faced while at Brandeis13 The survey usedtwo sets of13 questions to understand the prevalence of13 sexual misconduct The first13 set13 of13 questions13 about unwanted13 sexual experiences used13 commondefinitions such13 as ldquosexual assaultrdquo and13 ldquoraperdquo13 where respondents apply13 their own interpretations to these experiences These are referred to as ldquolabeledrdquo13 unwanted13 sexual experiences

At the undergraduate level Latino13 and13 other minority student respondents13 indicated higher levels13 than white international and13 Asian-shy‐American13 studentrespondents of13 having experienced sexual misconduct The sexual misconduct includes being stalked or followed or having received repeated unwantedmessages texts or emails from someone13 that made13 the13 recipient uncomfortable being given13 dirty looks intimidated or verbally13 harassed because of onersquos(actual or13 assumed)13 gender13 identity or13 sexual orientation13 or being sexually harassed13 Black student respondents experienced the highest levels of having beengiven dirty13 looks intimidated verbally13 harassed or otherwise harassed because of onersquos (actual or assumed) racial or ethnic background Black Latino13 and13 otherminority respondents13 report the highest13 levels of13 being sexually assaulted including inappropriate sexual13 touching fondling grabbing or groping Although13 cellsize limited the information that could be reported on for experiences13 of rape Latino and Asian-shy‐American undergraduate respondents reported13 being raped13 at arate that13 is approximately twice as much as their white peer respondents

Graduate student data are not reported because the cell sizes were too small

Table13 6 Undergraduate13 Experiences of Sexual Misconduct and Assault mdash Labeled Experiences

Undergraduates International Latino Asian-American Black White Other

Minority

-Been stalked or followed or received repeated unwanted messages texts emails etc from someone that made the recipient uncomfortable 92 200 107 102 231

-Been given dirty looks intimidated verbally harassed or otherwise harassed because of ones (actual or assumed) gender identity or sexual orientation 185 45 114 66

-Been given dirty looks intimidated verbally harassed or otherwise harassed because of ones (actual or assumed) racial or ethnic background 169 297 246 500 28 346

-Been in a relationship that was controlling or abusive (physically sexually psychologically emotionally or financially) 92 108 73 66 231

-Been sexually harassed including through inappropriate sexual comments or receipt of unwanted sexual images via social media or text or in email- 78 200 101 114 108 231

-Been sexually assaulted including inappropriate sexual touching fondling grabbing or groping 185 234 169 227 154 269

-Been raped (nonconsensual penetration of ones mouth vagina or anus by a finger penis or object) 77 56 37

Each labeled experience was asked as a separate question Therefore respondents could indicate experiencing more than one of these negative behaviors from a single act13 Because of13 this the values of13 different13 cellscannot be added to determine an overall rate for harassment andor sexual misconduct Cells13 with a label of indicate fewer13 than five respondents13 This information was withheld to respect13 individualsrsquo privacy

10

Experiences of Unwanted13 Sexual Behaviors

For this set of questions respondents were13 asked about specific types of unwanted sexual behaviors that they may have13 experienced Rather than labeling theseexperiences as harassment or rape these13 questions defined different types of sexual encounters participant could have13 experienced Research (Fisher CullenFrancis amp Turner 2000 Fisher amp Cullen 2000) has found that in these types of surveys respondents are more likely to indicate that13 they have experienced aspecific13 unwanted sexual behavior than to indicate that they have experienced labeled behavior such as ldquosexual assaultrdquo

Because of small cell size undergraduate data that can13 be reported13 are13 limited13 However data are available for international Latino Asian-shy‐American black and13 white student respondents for the statement ldquoSomeone tried13 to13 put their finger penis object inside my vagina or anus even13 though13 I didnrsquot want them to13 dosordquo For this statement Latino and black student respondents experienced13 these behaviors more than13 international Asian-shy‐American13 and13 white respondents

Graduate student data are not reported13 because the cell sizes were too13 small

Table13 7 Undergraduate13 Experiences of Unwanted13 Sexual Behaviors

Undergraduates International Latino Asian-

American Black White Other

Minority Someone TRIED to perform oral sex on me or make me give them oral sex even though I didnt want to do so 125 73 72

Someone performed oral sex on me even though I didnt want them to do so 62 21 Someone made me give them oral sex or performed oral sex on me even though I didnt want them to do so 68 44

Someone TRIED to put their finger penis object inside my vagina or anus even though I didnt want them to do so 94 159 96 186 101

Someone put their penis or finger or object into my vagina or anus even though I didnt want them to do so 95 73 56

Each unwanted behavior was asked as a separate question Therefore respondents could indicate experiencing more than one of these negative behaviors from a single act13 Because of13 this the values of13 different13 cellscannot be added to determine an overall rate13 for harassment andor sexual misconduct Cells with label of indicate13 fewer than five13 respondents This information was withheld to respect individualsrsquo privacy

11

Reporting and Perceptions of Response

Patterns of reporting either informally or formally were examined for undergraduate respondents13 Latino undergraduate respondents were the most likely13 to tellsomeone about experiences13 of sexual misconduct followed by white undergraduate respondents International Asian-shy‐American13 and13 black undergraduaterespondents were the least likely to tell13 someone

Due to13 small cell sizes information from graduate students cannot be presented in order to protect confidentiality

Table13 8 Reporting13 Unwanted13 Sexual Activity

Undergraduates International LatinoAsian-shy‐

American Black WhiteOther

MinorityExperienced sexual misconduct 21 24 55 17 255 10Told someone 12 20 32 10 189 7Told someone 571 833 582 588 741 700Formally reported 10 Formally reported 39

12

Sense of Community

Respondents were asked13 about their sense of community in13 four domains connection13 with13 the community the ability to13 influence feelings of belonging13 andfulfillment13 of needs Research13 has found13 that a sense of community is a correlate of studentsrsquo willingness to13 intervene as bystanders in13 instances of13 sexualharassment and13 assault

Undergraduate respondents indicated a greater sense of community than graduate student respondents At13 the undergraduate level white student13 respondentshad13 the greatest sense of community13 while international and black undergraduate respondents had the least sense of community13 At the graduate level whiteand international student respondents indicated the13 greatest sense13 of community13 Amongst graduate student respondents Asian-shy‐Americans blacks and13 otherminority student respondents had13 the least feeling of community

Table13 9 Undergraduate13 Sense13 of Community

Undergraduates

International Latino Asian-

American Black White Other

Minority I can get what I need in this campus community 347 360 359 348 389 340 This campus community helps me fulfill my needs 338 355 352 330 383 328 I feel like a member of this campus community 358 361 366 316 397 338 I belong in this campus community 363 372 361 334 390 323 I have an influence on other people in my campus community 341 369 350 361 382 369 People in this campus community are good at influencing each other 352 374 374 359 379 385 I feel connected to this campus community 321 342 349 309 375 312 I have a good bond with others in this campus community 365 389 377 373 409 373

5-shy‐point scale with 5=strongly agree and 1=strongly disagree

13

Table13 10 Graduate13 Student Sense13 of Community

Graduate Students

International Latino Asian-

American Black White Other

Minority I can get what I need in this campus community 369 371 319 317 367 345 This campus community helps me fulfill my needs 364 357 325 300 352 309 I feel like a member of this campus community 351 371 306 300 328 309 I belong in this campus community 363 357 300 300 338 309 I have an influence on other people in my campus community 318 343 288 283 329 282 People in this campus community are good at influencing each other 336 350 344 300 344 327 I feel connected to this campus community 338 336 313 283 311 327 I have a good bond with others in this campus community 365 393 363 333 357 336

5-shy‐point scale with 5=strongly agree and 1=strongly disagree

14

Knowledge13 of Campus Resources

Participants were13 asked questions to assess their awareness of campus resources that can be accessed when instances13 of sexual misconduct occur At theundergraduate level international white and13 other minority student respondents were most likely to know where to go to get help on campus if a sexual assaultoccurred while black student respondents were least13 likely to know where to access help Black and Latino student13 respondents were least13 likely to indicate13 thatthey understood what13 happens when a student13 reports a claim of13 sexual assault as well as where13 to go to make13 report of sexual assault

Amongst graduate students Asian-shy‐American13 student respondents were most likely to13 know where to13 access help13 if a sexual assault occurred13 while blackstudent respondents13 were least likely to know this information Other minority student respondents were the most likely to13 understand13 where to13 make a reportof sexual assault and13 to13 understand13 what happens when13 a claim of sexual assault occurs Black student respondents were least likely to have this knowledge13

Table13 11 Undergraduate13 Knowledge13 of Resources and Procedures for Sexual Assault

Undergraduates

International Latino

Asian-

American Black White

Other

Minority If a friend or were sexually assaulted know where to go to get help oncampus 374 365 362 340 385 380

understand what happens when a student reports a claim of sexual assaultat Brandeis 288 268 282 252 271 304

If a friend or were sexually assaulted know where to go to make a reportof sexual assault 326 309 312 282 315 336

5-shy‐point scale with 5=strongly agree and 1=strongly disagree

Table13 12 Graduate13 Student Knowledge13 of Resources and Procedures for Sexual Assault

Graduate Students

International Latino

Asian-

American Black White

Other

Minority If a friend or were sexually assaulted I know where13 to go to get help oncampus 319 314 337 240 314 291

understand what happens when a student reports a claim of sexual13 assaultat Brandeis 275 264 244 220 242 191

If a friend or were sexually assaulted know where to go to make a reportof sexual assault 310 314 281 220 280 255

5-shy‐point scale with 5=strongly agree and 1=strongly disagree

15

Respondents were asked13 about their knowledge of specific campus resources including the Office of Prevention Services the Dean of Students Office and theTitle IX13 Officer Regardless of race13 ethnicity or international status undergraduate respondents were most aware of Brandeis Public Safety the Health13 Centerand the13 Psychological Counseling Center Undergraduate13 respondents were13 least aware13 of the13 Title13 IX Officer and the13 Title13 IX Coordinator Knowledge of otherresources was more13 varied For example Latino and white student respondents were more likely to13 know about the Office of Prevention Services13 thaninternational Asian-shy‐American13 and13 black student respondents

For graduate13 student respondents13 knowledge of campus13 resources was less than for13 undergraduate student13 respondents13 In general Asian-shy‐American13 graduatestudent respondents13 had the lowest level of familiarity with campus13 resources while Latino graduate student respondents had the highest levels of familiarity

Table13 13 Undergraduate13 Knowledge13 of Campus Resources

Undergraduates

International Latino

Asian-

American Black White

Other

Minority

Mean Mean Mean Mean Mean Mean

-Office of Prevention Services (Sheila McMahon and Rani Neutill) 245 288 242 238 282 264

-Psychological Counseling Center (PCC) 331 372 318 321 366 324

-Rape Crisis Center (official opening March 2 2015) 312 343 311 290 329 336

-Interfaith Chaplaincy 265 320 271 260 291 312

-Health Center 346 374 359 331 358 380

-Dean of Students Office (Jamele Adams) 248 282 248 318 268 265

-Department of Student Rights and Community Standards (formerly

Dean Gendron now Kerry Guerard amp Tiffany Chan) 229 243 212 168 226 238

-Brandeis Public Safety 327 357 327 325 332 312

-Title IX Officer (Linda Shinomoto in Human Resources) 172 206 184 155 203 235

-Title IX Coordinator (Rebecca Tillar who started at Brandeis on Feb 9

2015) 172 197 179 157 199 235

5-shy‐point scale with 5=very aware and 1=not at all aware

16

Table13 14 Graduate13 Student Knowledge13 of Campus Resources

Graduate Students

International Latino

Asian-

American Black White

Other

Minority

Mean Mean Mean Mean Mean Mean

-Office of Prevention Services (Sheila McMahon and Rani Neutill) 182 214 144 167 190 155

-Psychological Counseling Center (PCC) 242 350 213 283 270 245

-Rape Crisis Center (official opening March 2 2015) 225 236 156 217 223 227

-Interfaith Chaplaincy 242 314 275 283 272 300

-Health Center 371 393 313 367 335 300

-Dean of Students Office (Jamele Adams) 187 200 150 250 189 173

-Department of Student Rights and Community Standards (formerly

Dean Gendron now Kerry Guerard amp Tiffany Chan) 165 186 113 183 154 155

-Brandeis Public Safety 329 329 237 300 299 245

-Title IX Officer (Linda Shinomoto in Human Resources) 167 200 138 133 181 173

-Title IX Coordinator (Rebecca Tillar who started at Brandeis on Feb 9

2015) 163 171 131 133 168 145

5-shy‐point scale with 5=very aware and 1=not at all aware

17

13 13 13 13 13 13

Beliefs About University Response to Crisis

The Campus Climate Survey asked about student respondentsrsquo trust in the administration These questions were not limited to cases of sexual misconduct andassault so they were13 not reported on in the13 initial13 report13 The questions are included here as they have important implications as the university devises ways to13 educate the campus community about13 resources when sexual misconduct andor sexual assault occurs

At the undergraduate level international student respondents were most likely to13 agree that if13 a crisis happened at13 Brandeis the university would handle it13 well Similarly international students were more likely to indicate that the university responds rapidly in difficult situations and handles incidents in13 a fair and13 responsible manner and that the13 university does enough to protect the13 safety of students Black and other minority student respondents were the least likely toagree13 with these13 statements At the graduate student level international student respondents were more likely to13 indicate13 that the13 university would respondwell in a crisis situation while Latino and other minority respondents were least likely to indicate that the university would respond well

Table13 15 Undergraduate13 Beliefs About University Response

Undergraduates International Latino Asian-

American Black White Other

Minority If a crisis happened at Brandeis the university would handle it well 321 278 287 250 286 262 The university responds rapidly in difficult situations 314 292 305 270 293 265 University officials handle incidents in a fair and responsible manner 302 275 278 252 279 242 Brandeis does enough to protect the safety of our students 333 283 298 264 300 265 5-shy‐point scale with 5=strongly agree and 1=strongly disagree

Table13 16 Graduate13 Students Beliefs About University Response

Graduate Students International Latino Asian-

American Black White Other

Minority If a crisis happened at Brandeis the university would handle it well 369 300 331 350 329 300 The university responds rapidly in difficult situations 367 307 331 350 311 318 University officials handle incidents in a fair and responsible manner 356 314 331 350 305 309 Brandeis does enough to protect the safety of our students 386 307 306 350 340 318

5-shy‐point scale with 5=strongly agree and 1=strongly disagree

18

Appendix A Information About Statistical Significance

Statistically significant results are13 results that have13 small probability (usually 1 5 or 10) of having happened merely by chance There are issues thatcomplicate testing for significance that can lead researchers13 and consumers13 of the statistics13 to the wrong conclusion if13 certain circumstances exist Statisticalsignificance is13 not presented in the Campus13 Climate Survey of Sexual Misconduct for the following reasons

Likert Scale The use of statistical significance is disputed when Likert-shy‐type question is used Likert responses such as ldquostrongly agreerdquo and ldquosomewhatdisagreerdquo are ordinal variables that are not numerical Thus assigning values to13 qualitative responses is a topic of debate

Equal variances There is disagreement over equal variances13 between Likert responses For example is13 the difference between ldquostrongly agreerdquo and ldquoagreerdquo13 thesame as13 ldquoagreerdquo13 and ldquoneither agree13 nor disagreerdquo13 Or is the13 difference13 between ldquostrongly agreerdquo13 and ldquoagreerdquo13 the same as ldquoagreerdquo13 and ldquosomewhat agreerdquoQuantifying verbal statements leads to uncertainty when computing averages let13 alone testing for13 significance

Unequal sample sizes To compare two groups an assumption when testing statistical significance is that the groups are roughly equal sizes In Brandeisrsquo ClimateSurvey it is clear for example that there13 are13 very different sample13 sizes of white13 respondents and black or African American respondents In the13 surveyadministration phase one13 way to overcome13 this problem is to conduct random sample However due to13 the content and13 purpose of the survey not includingsome participants13 could make them feel silenced compounding a problem the survey tries13 to address

Normal distributionWith unequal sample sizes it is possible to conduct a 2-shy‐sample t-shy‐test13 if13 the responses are normally distributed However the majority of13 responses to the climate survey were not13 normally distributed

Misleading presentationfalse negativesWith the above-shy‐mentioned points in mind any remaining method such as proportion13 testing would13 be extensivelyconservative which would result in the test not flagging potential differences13 when they13 do exist Especially13 with smaller populations (which13 may be the most atrisk) the probability of13 a false negative is higher This could result in readers of the survey report dismissing differences that should indeed be looked at further

19

Undergraduates International Latino Asian-shy‐American Black White Other

Minority-shy‐Told you about their sexual experiences when you did not want to hear them mdash Inclass13 or lab or work13 setting 92 78 34

-shy‐Told you about their sexual experiences when you did not want to hear them mdash Insocial setting 258 323 306 455 303 308

-shy‐Told you about their sexual experiences when you did not want to hear them mdash Inother settings13 at Brandeis 212 262 167 182 147 192

-shy‐Repeatedly asked13 you13 o dates to13 go13 to13 dinner or to get a drink even after youve13 said no mdash In class or lab or work setting 67 31

-shy‐Repeatedly asked13 you13 o dates to13 go13 to13 dinner or to get a drink even after youve13 said no mdash In a social13 setting 152 215 156 182 197 231

-shy‐Repeatedly asked13 you13 o dates to13 go13 to13 dinner or to get a drink even after youve13 said no mdash In other settings at Brandeis 152 123 150 110 192

Cells with13 a label of indicate fewer than13 five respondents This information13 was withheld13 to13 respect individualsrsquo privacy

5

Table13 3 Graduate13 Experiences at Brandeis

Asian-shy‐ OtherGraduate Students International Latino American Black White Minority-shy‐Made sexist remarks or jokes about women in your presence mdash In13 class or lab13 or worksetting 125 571 313 333

-shy‐Made sexist remarks or jokes about women in your presence mdash In13 a social setting 264 643 375 417 545-shy‐Made sexist remarks or jokes about women in your presence mdash In13 other settings atBrandeis 167 286 179

-shy‐Made remarks or jokes about men in your presence (due to their perceived13 sex orgender identitygender expression) mdash In13 class or lab13 or work setting 125 173

-shy‐Made remarks or jokes about men in your presence (due to their perceived sex orgender identitygender expression) mdash In13 a social setting 222 643 563 345 455

-shy‐Made remarks or jokes about men in your presence (due to their perceived sex orgender identitygender expression) mdash In13 other settings at Brandeis 111 101

-shy‐Made racist jokes or inappropriate racist remarks in your presence mdash In13 class or lab13 orwork setting 125 429 226

-shy‐Made racist jokes or inappropriate racist remarks in your presence mdash In13 a social setting 278 643 563 393 455-shy‐Made racist jokes or inappropriate racist remarks in13 your presence mdash In13 other settingsat Brandeis 222 167 636

-shy‐Used the term thats so gay to refer to something in a negative way mdash In13 class or lab13 or work setting 83 65

-shy‐Used the term thats so gay to refer to something in a negative way mdash In13 a socialsetting 153 196

-shy‐Used the term thats so gay to refer to something in a negative way mdash In13 othersettings13 at Brandeis 181 119

-shy‐Made jokes or inappropriate comments about transgender and gender queer people mdash n13 class or lab13 or work settingI 42 65

-shy‐Made jokes or inappropriate comments about transgender and gender queer people mdash n13 a social settingI 69 173

-shy‐Made jokes or inappropriate comments about transgender and gender queer people mdashIn13 other settings at Brandeis 83 119

6

Graduate Students International LatinoAsian-shy‐

American Black WhiteOther

Minority-shy‐Made inappropriate comments about your or someone elses body appearance orattractiveness in your presence mdash In13 class or lab13 or work setting 97 220

-shy‐Made inappropriate comments about your or someone elses body appearance orattractiveness in your presence mdash In13 a social setting 208 500 313 357 545

-shy‐Made inappropriate comments about your or someone elses body appearance orattractiveness in your presence mdash In13 other settings at Brandeis 194 149

-shy‐Said crude13 or gross sexual things to you or tried to get you to talk about sexual matterswhen you didnt want to mdash In13 class or lab13 or work setting 71

-shy‐Said crude13 or gross sexual things to you or tried to get you to talk13 about sexual matterswhen you didnt want to mdash In13 a social setting 143

-shy‐Said crude13 or gross sexual things to you or tried to get you to talk about sexual matterswhen you didnt want to mdash In13 other settings at Brandeis 48

-shy‐Emailed texted or instant-shy‐messaged through any social-shy‐media outlet offensive sexualjokes stories or pictures to you mdash In13 class or lab13 or work setting

-shy‐Emailed texted or instant-shy‐messaged through any social-shy‐media outlet offensive sexualjokes stories or pictures to you mdash In13 a social setting 69 36

-shy‐Emailed texted or instant-shy‐messaged through any social-shy‐media outlet offensive sexualjokes stories or pictures to you mdash In13 other settings at Brandeis 42

-shy‐Told you about their sexual experiences when you did not want to hear them mdash In13 classor lab13 or work setting 60

-shy‐Told you about their sexual experiences when you did not want to hear them mdash In13 asocial setting 83 131

-shy‐Told you about their sexual experiences when you did not want to hear them mdash In13 othersettings13 at Brandeis 54

-shy‐Repeatedly asked13 you13 o dates to13 go13 to13 dinner or to get a drink even after youve13 saidno mdash In13 class or lab13 or work setting 65

-shy‐Repeatedly asked13 you13 o dates to13 go13 to13 dinner or to get a drink even after youve13 saidno mdash In13 a social setting 83

-shy‐Repeatedly asked13 you13 o dates to13 go13 to13 dinner or to get a drink even after youve13 saidno mdash In13 other settings at Brandeis 54

Cells with13 a label of indicate fewer than13 five respondents This information was withheld to respect individualsrsquo privacy

7

Attitudes at Brandeis

Survey participants were13 asked their level of agreementdisagreement o series of questions about gender consent and why sexual misconduct occurs The13 question13 used13 a five-shy‐point scale with13 an13 answer of one indicating that the respondent strongly disagreed13 and13 an13 answer of five indicating that the13 respondentstrongly agreed In the initial13 Campus Climate Survey on Sexual13 Misconduct report respondentsrsquo answers to the questions were13 shown on scale13 from stronglyagree13 to strongly disagree Due13 to small cell size responses to these13 questions are13 shown as averages Questions were asked in the affirmative and in thenegative For respondents at13 both the undergraduate and graduate levels no clear13 patterns emerged regarding race13 ethnicity or international status

Table13 4 Undergraduate13 Attitudes at Brandeis

Undergraduate Students International Latino Asian-American

Black White Other Minority

It is not necessary to ask for consent to sexual activity if you are in a relationship with your sexual partner

188 157 161 157 164 146

I believe it is important to get consent before any sexual activity 432 463 453 455 456 431

When someone is raped or sexually assaulted it is usually because the person was unclear in the way that they said no

206 183 200 158 171 158

Sexual assault and rape happen because men get carried away in sexual situations once theyve started

251 252 259 218 223 196

Rape and sexual assault happen because people put themselves in bad situations 226 223 226 177 196 169

I feel confident in my ability to judge if someone is too intoxicated to give consent to sexual activity

346 400 393 405 403 415

8

Table13 5 Graduate Students Attitudes at Brandeis

Graduate Students International Latino Asian-American

Black White Other Minority

It is not necessary to ask for consent to sexual activity if you are in a relationship with your sexual partner

194 121 125 150 155 191

I believe it is important to get consent before any sexual activity 456 471 463 450 451 427

When someone is raped or sexually assaulted it is usually because the person was unclear in the way that they said no

183 114 163 183 129 136

Sexual assault and rape happen because men get carried away in sexual situations once theyve started

245 150 213 150 198 182

Rape and sexual assault happen because people put themselves in bad situations 221 114 206 150 174 182

I feel confident in my ability to judge if someone is too intoxicated to give consent to sexual activity

404 436 388 367 407 391

9

Sexual Misconduct and Sexual Assault mdash Labeled Experiences

The survey asked about different experiences of harassment as well as instances of sexual assault that students have faced while at Brandeis13 The survey usedtwo sets of13 questions to understand the prevalence of13 sexual misconduct The first13 set13 of13 questions13 about unwanted13 sexual experiences used13 commondefinitions such13 as ldquosexual assaultrdquo and13 ldquoraperdquo13 where respondents apply13 their own interpretations to these experiences These are referred to as ldquolabeledrdquo13 unwanted13 sexual experiences

At the undergraduate level Latino13 and13 other minority student respondents13 indicated higher levels13 than white international and13 Asian-shy‐American13 studentrespondents of13 having experienced sexual misconduct The sexual misconduct includes being stalked or followed or having received repeated unwantedmessages texts or emails from someone13 that made13 the13 recipient uncomfortable being given13 dirty looks intimidated or verbally13 harassed because of onersquos(actual or13 assumed)13 gender13 identity or13 sexual orientation13 or being sexually harassed13 Black student respondents experienced the highest levels of having beengiven dirty13 looks intimidated verbally13 harassed or otherwise harassed because of onersquos (actual or assumed) racial or ethnic background Black Latino13 and13 otherminority respondents13 report the highest13 levels of13 being sexually assaulted including inappropriate sexual13 touching fondling grabbing or groping Although13 cellsize limited the information that could be reported on for experiences13 of rape Latino and Asian-shy‐American undergraduate respondents reported13 being raped13 at arate that13 is approximately twice as much as their white peer respondents

Graduate student data are not reported because the cell sizes were too small

Table13 6 Undergraduate13 Experiences of Sexual Misconduct and Assault mdash Labeled Experiences

Undergraduates International Latino Asian-American Black White Other

Minority

-Been stalked or followed or received repeated unwanted messages texts emails etc from someone that made the recipient uncomfortable 92 200 107 102 231

-Been given dirty looks intimidated verbally harassed or otherwise harassed because of ones (actual or assumed) gender identity or sexual orientation 185 45 114 66

-Been given dirty looks intimidated verbally harassed or otherwise harassed because of ones (actual or assumed) racial or ethnic background 169 297 246 500 28 346

-Been in a relationship that was controlling or abusive (physically sexually psychologically emotionally or financially) 92 108 73 66 231

-Been sexually harassed including through inappropriate sexual comments or receipt of unwanted sexual images via social media or text or in email- 78 200 101 114 108 231

-Been sexually assaulted including inappropriate sexual touching fondling grabbing or groping 185 234 169 227 154 269

-Been raped (nonconsensual penetration of ones mouth vagina or anus by a finger penis or object) 77 56 37

Each labeled experience was asked as a separate question Therefore respondents could indicate experiencing more than one of these negative behaviors from a single act13 Because of13 this the values of13 different13 cellscannot be added to determine an overall rate for harassment andor sexual misconduct Cells13 with a label of indicate fewer13 than five respondents13 This information was withheld to respect13 individualsrsquo privacy

10

Experiences of Unwanted13 Sexual Behaviors

For this set of questions respondents were13 asked about specific types of unwanted sexual behaviors that they may have13 experienced Rather than labeling theseexperiences as harassment or rape these13 questions defined different types of sexual encounters participant could have13 experienced Research (Fisher CullenFrancis amp Turner 2000 Fisher amp Cullen 2000) has found that in these types of surveys respondents are more likely to indicate that13 they have experienced aspecific13 unwanted sexual behavior than to indicate that they have experienced labeled behavior such as ldquosexual assaultrdquo

Because of small cell size undergraduate data that can13 be reported13 are13 limited13 However data are available for international Latino Asian-shy‐American black and13 white student respondents for the statement ldquoSomeone tried13 to13 put their finger penis object inside my vagina or anus even13 though13 I didnrsquot want them to13 dosordquo For this statement Latino and black student respondents experienced13 these behaviors more than13 international Asian-shy‐American13 and13 white respondents

Graduate student data are not reported13 because the cell sizes were too13 small

Table13 7 Undergraduate13 Experiences of Unwanted13 Sexual Behaviors

Undergraduates International Latino Asian-

American Black White Other

Minority Someone TRIED to perform oral sex on me or make me give them oral sex even though I didnt want to do so 125 73 72

Someone performed oral sex on me even though I didnt want them to do so 62 21 Someone made me give them oral sex or performed oral sex on me even though I didnt want them to do so 68 44

Someone TRIED to put their finger penis object inside my vagina or anus even though I didnt want them to do so 94 159 96 186 101

Someone put their penis or finger or object into my vagina or anus even though I didnt want them to do so 95 73 56

Each unwanted behavior was asked as a separate question Therefore respondents could indicate experiencing more than one of these negative behaviors from a single act13 Because of13 this the values of13 different13 cellscannot be added to determine an overall rate13 for harassment andor sexual misconduct Cells with label of indicate13 fewer than five13 respondents This information was withheld to respect individualsrsquo privacy

11

Reporting and Perceptions of Response

Patterns of reporting either informally or formally were examined for undergraduate respondents13 Latino undergraduate respondents were the most likely13 to tellsomeone about experiences13 of sexual misconduct followed by white undergraduate respondents International Asian-shy‐American13 and13 black undergraduaterespondents were the least likely to tell13 someone

Due to13 small cell sizes information from graduate students cannot be presented in order to protect confidentiality

Table13 8 Reporting13 Unwanted13 Sexual Activity

Undergraduates International LatinoAsian-shy‐

American Black WhiteOther

MinorityExperienced sexual misconduct 21 24 55 17 255 10Told someone 12 20 32 10 189 7Told someone 571 833 582 588 741 700Formally reported 10 Formally reported 39

12

Sense of Community

Respondents were asked13 about their sense of community in13 four domains connection13 with13 the community the ability to13 influence feelings of belonging13 andfulfillment13 of needs Research13 has found13 that a sense of community is a correlate of studentsrsquo willingness to13 intervene as bystanders in13 instances of13 sexualharassment and13 assault

Undergraduate respondents indicated a greater sense of community than graduate student respondents At13 the undergraduate level white student13 respondentshad13 the greatest sense of community13 while international and black undergraduate respondents had the least sense of community13 At the graduate level whiteand international student respondents indicated the13 greatest sense13 of community13 Amongst graduate student respondents Asian-shy‐Americans blacks and13 otherminority student respondents had13 the least feeling of community

Table13 9 Undergraduate13 Sense13 of Community

Undergraduates

International Latino Asian-

American Black White Other

Minority I can get what I need in this campus community 347 360 359 348 389 340 This campus community helps me fulfill my needs 338 355 352 330 383 328 I feel like a member of this campus community 358 361 366 316 397 338 I belong in this campus community 363 372 361 334 390 323 I have an influence on other people in my campus community 341 369 350 361 382 369 People in this campus community are good at influencing each other 352 374 374 359 379 385 I feel connected to this campus community 321 342 349 309 375 312 I have a good bond with others in this campus community 365 389 377 373 409 373

5-shy‐point scale with 5=strongly agree and 1=strongly disagree

13

Table13 10 Graduate13 Student Sense13 of Community

Graduate Students

International Latino Asian-

American Black White Other

Minority I can get what I need in this campus community 369 371 319 317 367 345 This campus community helps me fulfill my needs 364 357 325 300 352 309 I feel like a member of this campus community 351 371 306 300 328 309 I belong in this campus community 363 357 300 300 338 309 I have an influence on other people in my campus community 318 343 288 283 329 282 People in this campus community are good at influencing each other 336 350 344 300 344 327 I feel connected to this campus community 338 336 313 283 311 327 I have a good bond with others in this campus community 365 393 363 333 357 336

5-shy‐point scale with 5=strongly agree and 1=strongly disagree

14

Knowledge13 of Campus Resources

Participants were13 asked questions to assess their awareness of campus resources that can be accessed when instances13 of sexual misconduct occur At theundergraduate level international white and13 other minority student respondents were most likely to know where to go to get help on campus if a sexual assaultoccurred while black student respondents were least13 likely to know where to access help Black and Latino student13 respondents were least13 likely to indicate13 thatthey understood what13 happens when a student13 reports a claim of13 sexual assault as well as where13 to go to make13 report of sexual assault

Amongst graduate students Asian-shy‐American13 student respondents were most likely to13 know where to13 access help13 if a sexual assault occurred13 while blackstudent respondents13 were least likely to know this information Other minority student respondents were the most likely to13 understand13 where to13 make a reportof sexual assault and13 to13 understand13 what happens when13 a claim of sexual assault occurs Black student respondents were least likely to have this knowledge13

Table13 11 Undergraduate13 Knowledge13 of Resources and Procedures for Sexual Assault

Undergraduates

International Latino

Asian-

American Black White

Other

Minority If a friend or were sexually assaulted know where to go to get help oncampus 374 365 362 340 385 380

understand what happens when a student reports a claim of sexual assaultat Brandeis 288 268 282 252 271 304

If a friend or were sexually assaulted know where to go to make a reportof sexual assault 326 309 312 282 315 336

5-shy‐point scale with 5=strongly agree and 1=strongly disagree

Table13 12 Graduate13 Student Knowledge13 of Resources and Procedures for Sexual Assault

Graduate Students

International Latino

Asian-

American Black White

Other

Minority If a friend or were sexually assaulted I know where13 to go to get help oncampus 319 314 337 240 314 291

understand what happens when a student reports a claim of sexual13 assaultat Brandeis 275 264 244 220 242 191

If a friend or were sexually assaulted know where to go to make a reportof sexual assault 310 314 281 220 280 255

5-shy‐point scale with 5=strongly agree and 1=strongly disagree

15

Respondents were asked13 about their knowledge of specific campus resources including the Office of Prevention Services the Dean of Students Office and theTitle IX13 Officer Regardless of race13 ethnicity or international status undergraduate respondents were most aware of Brandeis Public Safety the Health13 Centerand the13 Psychological Counseling Center Undergraduate13 respondents were13 least aware13 of the13 Title13 IX Officer and the13 Title13 IX Coordinator Knowledge of otherresources was more13 varied For example Latino and white student respondents were more likely to13 know about the Office of Prevention Services13 thaninternational Asian-shy‐American13 and13 black student respondents

For graduate13 student respondents13 knowledge of campus13 resources was less than for13 undergraduate student13 respondents13 In general Asian-shy‐American13 graduatestudent respondents13 had the lowest level of familiarity with campus13 resources while Latino graduate student respondents had the highest levels of familiarity

Table13 13 Undergraduate13 Knowledge13 of Campus Resources

Undergraduates

International Latino

Asian-

American Black White

Other

Minority

Mean Mean Mean Mean Mean Mean

-Office of Prevention Services (Sheila McMahon and Rani Neutill) 245 288 242 238 282 264

-Psychological Counseling Center (PCC) 331 372 318 321 366 324

-Rape Crisis Center (official opening March 2 2015) 312 343 311 290 329 336

-Interfaith Chaplaincy 265 320 271 260 291 312

-Health Center 346 374 359 331 358 380

-Dean of Students Office (Jamele Adams) 248 282 248 318 268 265

-Department of Student Rights and Community Standards (formerly

Dean Gendron now Kerry Guerard amp Tiffany Chan) 229 243 212 168 226 238

-Brandeis Public Safety 327 357 327 325 332 312

-Title IX Officer (Linda Shinomoto in Human Resources) 172 206 184 155 203 235

-Title IX Coordinator (Rebecca Tillar who started at Brandeis on Feb 9

2015) 172 197 179 157 199 235

5-shy‐point scale with 5=very aware and 1=not at all aware

16

Table13 14 Graduate13 Student Knowledge13 of Campus Resources

Graduate Students

International Latino

Asian-

American Black White

Other

Minority

Mean Mean Mean Mean Mean Mean

-Office of Prevention Services (Sheila McMahon and Rani Neutill) 182 214 144 167 190 155

-Psychological Counseling Center (PCC) 242 350 213 283 270 245

-Rape Crisis Center (official opening March 2 2015) 225 236 156 217 223 227

-Interfaith Chaplaincy 242 314 275 283 272 300

-Health Center 371 393 313 367 335 300

-Dean of Students Office (Jamele Adams) 187 200 150 250 189 173

-Department of Student Rights and Community Standards (formerly

Dean Gendron now Kerry Guerard amp Tiffany Chan) 165 186 113 183 154 155

-Brandeis Public Safety 329 329 237 300 299 245

-Title IX Officer (Linda Shinomoto in Human Resources) 167 200 138 133 181 173

-Title IX Coordinator (Rebecca Tillar who started at Brandeis on Feb 9

2015) 163 171 131 133 168 145

5-shy‐point scale with 5=very aware and 1=not at all aware

17

13 13 13 13 13 13

Beliefs About University Response to Crisis

The Campus Climate Survey asked about student respondentsrsquo trust in the administration These questions were not limited to cases of sexual misconduct andassault so they were13 not reported on in the13 initial13 report13 The questions are included here as they have important implications as the university devises ways to13 educate the campus community about13 resources when sexual misconduct andor sexual assault occurs

At the undergraduate level international student respondents were most likely to13 agree that if13 a crisis happened at13 Brandeis the university would handle it13 well Similarly international students were more likely to indicate that the university responds rapidly in difficult situations and handles incidents in13 a fair and13 responsible manner and that the13 university does enough to protect the13 safety of students Black and other minority student respondents were the least likely toagree13 with these13 statements At the graduate student level international student respondents were more likely to13 indicate13 that the13 university would respondwell in a crisis situation while Latino and other minority respondents were least likely to indicate that the university would respond well

Table13 15 Undergraduate13 Beliefs About University Response

Undergraduates International Latino Asian-

American Black White Other

Minority If a crisis happened at Brandeis the university would handle it well 321 278 287 250 286 262 The university responds rapidly in difficult situations 314 292 305 270 293 265 University officials handle incidents in a fair and responsible manner 302 275 278 252 279 242 Brandeis does enough to protect the safety of our students 333 283 298 264 300 265 5-shy‐point scale with 5=strongly agree and 1=strongly disagree

Table13 16 Graduate13 Students Beliefs About University Response

Graduate Students International Latino Asian-

American Black White Other

Minority If a crisis happened at Brandeis the university would handle it well 369 300 331 350 329 300 The university responds rapidly in difficult situations 367 307 331 350 311 318 University officials handle incidents in a fair and responsible manner 356 314 331 350 305 309 Brandeis does enough to protect the safety of our students 386 307 306 350 340 318

5-shy‐point scale with 5=strongly agree and 1=strongly disagree

18

Appendix A Information About Statistical Significance

Statistically significant results are13 results that have13 small probability (usually 1 5 or 10) of having happened merely by chance There are issues thatcomplicate testing for significance that can lead researchers13 and consumers13 of the statistics13 to the wrong conclusion if13 certain circumstances exist Statisticalsignificance is13 not presented in the Campus13 Climate Survey of Sexual Misconduct for the following reasons

Likert Scale The use of statistical significance is disputed when Likert-shy‐type question is used Likert responses such as ldquostrongly agreerdquo and ldquosomewhatdisagreerdquo are ordinal variables that are not numerical Thus assigning values to13 qualitative responses is a topic of debate

Equal variances There is disagreement over equal variances13 between Likert responses For example is13 the difference between ldquostrongly agreerdquo and ldquoagreerdquo13 thesame as13 ldquoagreerdquo13 and ldquoneither agree13 nor disagreerdquo13 Or is the13 difference13 between ldquostrongly agreerdquo13 and ldquoagreerdquo13 the same as ldquoagreerdquo13 and ldquosomewhat agreerdquoQuantifying verbal statements leads to uncertainty when computing averages let13 alone testing for13 significance

Unequal sample sizes To compare two groups an assumption when testing statistical significance is that the groups are roughly equal sizes In Brandeisrsquo ClimateSurvey it is clear for example that there13 are13 very different sample13 sizes of white13 respondents and black or African American respondents In the13 surveyadministration phase one13 way to overcome13 this problem is to conduct random sample However due to13 the content and13 purpose of the survey not includingsome participants13 could make them feel silenced compounding a problem the survey tries13 to address

Normal distributionWith unequal sample sizes it is possible to conduct a 2-shy‐sample t-shy‐test13 if13 the responses are normally distributed However the majority of13 responses to the climate survey were not13 normally distributed

Misleading presentationfalse negativesWith the above-shy‐mentioned points in mind any remaining method such as proportion13 testing would13 be extensivelyconservative which would result in the test not flagging potential differences13 when they13 do exist Especially13 with smaller populations (which13 may be the most atrisk) the probability of13 a false negative is higher This could result in readers of the survey report dismissing differences that should indeed be looked at further

19

Table13 3 Graduate13 Experiences at Brandeis

Asian-shy‐ OtherGraduate Students International Latino American Black White Minority-shy‐Made sexist remarks or jokes about women in your presence mdash In13 class or lab13 or worksetting 125 571 313 333

-shy‐Made sexist remarks or jokes about women in your presence mdash In13 a social setting 264 643 375 417 545-shy‐Made sexist remarks or jokes about women in your presence mdash In13 other settings atBrandeis 167 286 179

-shy‐Made remarks or jokes about men in your presence (due to their perceived13 sex orgender identitygender expression) mdash In13 class or lab13 or work setting 125 173

-shy‐Made remarks or jokes about men in your presence (due to their perceived sex orgender identitygender expression) mdash In13 a social setting 222 643 563 345 455

-shy‐Made remarks or jokes about men in your presence (due to their perceived sex orgender identitygender expression) mdash In13 other settings at Brandeis 111 101

-shy‐Made racist jokes or inappropriate racist remarks in your presence mdash In13 class or lab13 orwork setting 125 429 226

-shy‐Made racist jokes or inappropriate racist remarks in your presence mdash In13 a social setting 278 643 563 393 455-shy‐Made racist jokes or inappropriate racist remarks in13 your presence mdash In13 other settingsat Brandeis 222 167 636

-shy‐Used the term thats so gay to refer to something in a negative way mdash In13 class or lab13 or work setting 83 65

-shy‐Used the term thats so gay to refer to something in a negative way mdash In13 a socialsetting 153 196

-shy‐Used the term thats so gay to refer to something in a negative way mdash In13 othersettings13 at Brandeis 181 119

-shy‐Made jokes or inappropriate comments about transgender and gender queer people mdash n13 class or lab13 or work settingI 42 65

-shy‐Made jokes or inappropriate comments about transgender and gender queer people mdash n13 a social settingI 69 173

-shy‐Made jokes or inappropriate comments about transgender and gender queer people mdashIn13 other settings at Brandeis 83 119

6

Graduate Students International LatinoAsian-shy‐

American Black WhiteOther

Minority-shy‐Made inappropriate comments about your or someone elses body appearance orattractiveness in your presence mdash In13 class or lab13 or work setting 97 220

-shy‐Made inappropriate comments about your or someone elses body appearance orattractiveness in your presence mdash In13 a social setting 208 500 313 357 545

-shy‐Made inappropriate comments about your or someone elses body appearance orattractiveness in your presence mdash In13 other settings at Brandeis 194 149

-shy‐Said crude13 or gross sexual things to you or tried to get you to talk about sexual matterswhen you didnt want to mdash In13 class or lab13 or work setting 71

-shy‐Said crude13 or gross sexual things to you or tried to get you to talk13 about sexual matterswhen you didnt want to mdash In13 a social setting 143

-shy‐Said crude13 or gross sexual things to you or tried to get you to talk about sexual matterswhen you didnt want to mdash In13 other settings at Brandeis 48

-shy‐Emailed texted or instant-shy‐messaged through any social-shy‐media outlet offensive sexualjokes stories or pictures to you mdash In13 class or lab13 or work setting

-shy‐Emailed texted or instant-shy‐messaged through any social-shy‐media outlet offensive sexualjokes stories or pictures to you mdash In13 a social setting 69 36

-shy‐Emailed texted or instant-shy‐messaged through any social-shy‐media outlet offensive sexualjokes stories or pictures to you mdash In13 other settings at Brandeis 42

-shy‐Told you about their sexual experiences when you did not want to hear them mdash In13 classor lab13 or work setting 60

-shy‐Told you about their sexual experiences when you did not want to hear them mdash In13 asocial setting 83 131

-shy‐Told you about their sexual experiences when you did not want to hear them mdash In13 othersettings13 at Brandeis 54

-shy‐Repeatedly asked13 you13 o dates to13 go13 to13 dinner or to get a drink even after youve13 saidno mdash In13 class or lab13 or work setting 65

-shy‐Repeatedly asked13 you13 o dates to13 go13 to13 dinner or to get a drink even after youve13 saidno mdash In13 a social setting 83

-shy‐Repeatedly asked13 you13 o dates to13 go13 to13 dinner or to get a drink even after youve13 saidno mdash In13 other settings at Brandeis 54

Cells with13 a label of indicate fewer than13 five respondents This information was withheld to respect individualsrsquo privacy

7

Attitudes at Brandeis

Survey participants were13 asked their level of agreementdisagreement o series of questions about gender consent and why sexual misconduct occurs The13 question13 used13 a five-shy‐point scale with13 an13 answer of one indicating that the respondent strongly disagreed13 and13 an13 answer of five indicating that the13 respondentstrongly agreed In the initial13 Campus Climate Survey on Sexual13 Misconduct report respondentsrsquo answers to the questions were13 shown on scale13 from stronglyagree13 to strongly disagree Due13 to small cell size responses to these13 questions are13 shown as averages Questions were asked in the affirmative and in thenegative For respondents at13 both the undergraduate and graduate levels no clear13 patterns emerged regarding race13 ethnicity or international status

Table13 4 Undergraduate13 Attitudes at Brandeis

Undergraduate Students International Latino Asian-American

Black White Other Minority

It is not necessary to ask for consent to sexual activity if you are in a relationship with your sexual partner

188 157 161 157 164 146

I believe it is important to get consent before any sexual activity 432 463 453 455 456 431

When someone is raped or sexually assaulted it is usually because the person was unclear in the way that they said no

206 183 200 158 171 158

Sexual assault and rape happen because men get carried away in sexual situations once theyve started

251 252 259 218 223 196

Rape and sexual assault happen because people put themselves in bad situations 226 223 226 177 196 169

I feel confident in my ability to judge if someone is too intoxicated to give consent to sexual activity

346 400 393 405 403 415

8

Table13 5 Graduate Students Attitudes at Brandeis

Graduate Students International Latino Asian-American

Black White Other Minority

It is not necessary to ask for consent to sexual activity if you are in a relationship with your sexual partner

194 121 125 150 155 191

I believe it is important to get consent before any sexual activity 456 471 463 450 451 427

When someone is raped or sexually assaulted it is usually because the person was unclear in the way that they said no

183 114 163 183 129 136

Sexual assault and rape happen because men get carried away in sexual situations once theyve started

245 150 213 150 198 182

Rape and sexual assault happen because people put themselves in bad situations 221 114 206 150 174 182

I feel confident in my ability to judge if someone is too intoxicated to give consent to sexual activity

404 436 388 367 407 391

9

Sexual Misconduct and Sexual Assault mdash Labeled Experiences

The survey asked about different experiences of harassment as well as instances of sexual assault that students have faced while at Brandeis13 The survey usedtwo sets of13 questions to understand the prevalence of13 sexual misconduct The first13 set13 of13 questions13 about unwanted13 sexual experiences used13 commondefinitions such13 as ldquosexual assaultrdquo and13 ldquoraperdquo13 where respondents apply13 their own interpretations to these experiences These are referred to as ldquolabeledrdquo13 unwanted13 sexual experiences

At the undergraduate level Latino13 and13 other minority student respondents13 indicated higher levels13 than white international and13 Asian-shy‐American13 studentrespondents of13 having experienced sexual misconduct The sexual misconduct includes being stalked or followed or having received repeated unwantedmessages texts or emails from someone13 that made13 the13 recipient uncomfortable being given13 dirty looks intimidated or verbally13 harassed because of onersquos(actual or13 assumed)13 gender13 identity or13 sexual orientation13 or being sexually harassed13 Black student respondents experienced the highest levels of having beengiven dirty13 looks intimidated verbally13 harassed or otherwise harassed because of onersquos (actual or assumed) racial or ethnic background Black Latino13 and13 otherminority respondents13 report the highest13 levels of13 being sexually assaulted including inappropriate sexual13 touching fondling grabbing or groping Although13 cellsize limited the information that could be reported on for experiences13 of rape Latino and Asian-shy‐American undergraduate respondents reported13 being raped13 at arate that13 is approximately twice as much as their white peer respondents

Graduate student data are not reported because the cell sizes were too small

Table13 6 Undergraduate13 Experiences of Sexual Misconduct and Assault mdash Labeled Experiences

Undergraduates International Latino Asian-American Black White Other

Minority

-Been stalked or followed or received repeated unwanted messages texts emails etc from someone that made the recipient uncomfortable 92 200 107 102 231

-Been given dirty looks intimidated verbally harassed or otherwise harassed because of ones (actual or assumed) gender identity or sexual orientation 185 45 114 66

-Been given dirty looks intimidated verbally harassed or otherwise harassed because of ones (actual or assumed) racial or ethnic background 169 297 246 500 28 346

-Been in a relationship that was controlling or abusive (physically sexually psychologically emotionally or financially) 92 108 73 66 231

-Been sexually harassed including through inappropriate sexual comments or receipt of unwanted sexual images via social media or text or in email- 78 200 101 114 108 231

-Been sexually assaulted including inappropriate sexual touching fondling grabbing or groping 185 234 169 227 154 269

-Been raped (nonconsensual penetration of ones mouth vagina or anus by a finger penis or object) 77 56 37

Each labeled experience was asked as a separate question Therefore respondents could indicate experiencing more than one of these negative behaviors from a single act13 Because of13 this the values of13 different13 cellscannot be added to determine an overall rate for harassment andor sexual misconduct Cells13 with a label of indicate fewer13 than five respondents13 This information was withheld to respect13 individualsrsquo privacy

10

Experiences of Unwanted13 Sexual Behaviors

For this set of questions respondents were13 asked about specific types of unwanted sexual behaviors that they may have13 experienced Rather than labeling theseexperiences as harassment or rape these13 questions defined different types of sexual encounters participant could have13 experienced Research (Fisher CullenFrancis amp Turner 2000 Fisher amp Cullen 2000) has found that in these types of surveys respondents are more likely to indicate that13 they have experienced aspecific13 unwanted sexual behavior than to indicate that they have experienced labeled behavior such as ldquosexual assaultrdquo

Because of small cell size undergraduate data that can13 be reported13 are13 limited13 However data are available for international Latino Asian-shy‐American black and13 white student respondents for the statement ldquoSomeone tried13 to13 put their finger penis object inside my vagina or anus even13 though13 I didnrsquot want them to13 dosordquo For this statement Latino and black student respondents experienced13 these behaviors more than13 international Asian-shy‐American13 and13 white respondents

Graduate student data are not reported13 because the cell sizes were too13 small

Table13 7 Undergraduate13 Experiences of Unwanted13 Sexual Behaviors

Undergraduates International Latino Asian-

American Black White Other

Minority Someone TRIED to perform oral sex on me or make me give them oral sex even though I didnt want to do so 125 73 72

Someone performed oral sex on me even though I didnt want them to do so 62 21 Someone made me give them oral sex or performed oral sex on me even though I didnt want them to do so 68 44

Someone TRIED to put their finger penis object inside my vagina or anus even though I didnt want them to do so 94 159 96 186 101

Someone put their penis or finger or object into my vagina or anus even though I didnt want them to do so 95 73 56

Each unwanted behavior was asked as a separate question Therefore respondents could indicate experiencing more than one of these negative behaviors from a single act13 Because of13 this the values of13 different13 cellscannot be added to determine an overall rate13 for harassment andor sexual misconduct Cells with label of indicate13 fewer than five13 respondents This information was withheld to respect individualsrsquo privacy

11

Reporting and Perceptions of Response

Patterns of reporting either informally or formally were examined for undergraduate respondents13 Latino undergraduate respondents were the most likely13 to tellsomeone about experiences13 of sexual misconduct followed by white undergraduate respondents International Asian-shy‐American13 and13 black undergraduaterespondents were the least likely to tell13 someone

Due to13 small cell sizes information from graduate students cannot be presented in order to protect confidentiality

Table13 8 Reporting13 Unwanted13 Sexual Activity

Undergraduates International LatinoAsian-shy‐

American Black WhiteOther

MinorityExperienced sexual misconduct 21 24 55 17 255 10Told someone 12 20 32 10 189 7Told someone 571 833 582 588 741 700Formally reported 10 Formally reported 39

12

Sense of Community

Respondents were asked13 about their sense of community in13 four domains connection13 with13 the community the ability to13 influence feelings of belonging13 andfulfillment13 of needs Research13 has found13 that a sense of community is a correlate of studentsrsquo willingness to13 intervene as bystanders in13 instances of13 sexualharassment and13 assault

Undergraduate respondents indicated a greater sense of community than graduate student respondents At13 the undergraduate level white student13 respondentshad13 the greatest sense of community13 while international and black undergraduate respondents had the least sense of community13 At the graduate level whiteand international student respondents indicated the13 greatest sense13 of community13 Amongst graduate student respondents Asian-shy‐Americans blacks and13 otherminority student respondents had13 the least feeling of community

Table13 9 Undergraduate13 Sense13 of Community

Undergraduates

International Latino Asian-

American Black White Other

Minority I can get what I need in this campus community 347 360 359 348 389 340 This campus community helps me fulfill my needs 338 355 352 330 383 328 I feel like a member of this campus community 358 361 366 316 397 338 I belong in this campus community 363 372 361 334 390 323 I have an influence on other people in my campus community 341 369 350 361 382 369 People in this campus community are good at influencing each other 352 374 374 359 379 385 I feel connected to this campus community 321 342 349 309 375 312 I have a good bond with others in this campus community 365 389 377 373 409 373

5-shy‐point scale with 5=strongly agree and 1=strongly disagree

13

Table13 10 Graduate13 Student Sense13 of Community

Graduate Students

International Latino Asian-

American Black White Other

Minority I can get what I need in this campus community 369 371 319 317 367 345 This campus community helps me fulfill my needs 364 357 325 300 352 309 I feel like a member of this campus community 351 371 306 300 328 309 I belong in this campus community 363 357 300 300 338 309 I have an influence on other people in my campus community 318 343 288 283 329 282 People in this campus community are good at influencing each other 336 350 344 300 344 327 I feel connected to this campus community 338 336 313 283 311 327 I have a good bond with others in this campus community 365 393 363 333 357 336

5-shy‐point scale with 5=strongly agree and 1=strongly disagree

14

Knowledge13 of Campus Resources

Participants were13 asked questions to assess their awareness of campus resources that can be accessed when instances13 of sexual misconduct occur At theundergraduate level international white and13 other minority student respondents were most likely to know where to go to get help on campus if a sexual assaultoccurred while black student respondents were least13 likely to know where to access help Black and Latino student13 respondents were least13 likely to indicate13 thatthey understood what13 happens when a student13 reports a claim of13 sexual assault as well as where13 to go to make13 report of sexual assault

Amongst graduate students Asian-shy‐American13 student respondents were most likely to13 know where to13 access help13 if a sexual assault occurred13 while blackstudent respondents13 were least likely to know this information Other minority student respondents were the most likely to13 understand13 where to13 make a reportof sexual assault and13 to13 understand13 what happens when13 a claim of sexual assault occurs Black student respondents were least likely to have this knowledge13

Table13 11 Undergraduate13 Knowledge13 of Resources and Procedures for Sexual Assault

Undergraduates

International Latino

Asian-

American Black White

Other

Minority If a friend or were sexually assaulted know where to go to get help oncampus 374 365 362 340 385 380

understand what happens when a student reports a claim of sexual assaultat Brandeis 288 268 282 252 271 304

If a friend or were sexually assaulted know where to go to make a reportof sexual assault 326 309 312 282 315 336

5-shy‐point scale with 5=strongly agree and 1=strongly disagree

Table13 12 Graduate13 Student Knowledge13 of Resources and Procedures for Sexual Assault

Graduate Students

International Latino

Asian-

American Black White

Other

Minority If a friend or were sexually assaulted I know where13 to go to get help oncampus 319 314 337 240 314 291

understand what happens when a student reports a claim of sexual13 assaultat Brandeis 275 264 244 220 242 191

If a friend or were sexually assaulted know where to go to make a reportof sexual assault 310 314 281 220 280 255

5-shy‐point scale with 5=strongly agree and 1=strongly disagree

15

Respondents were asked13 about their knowledge of specific campus resources including the Office of Prevention Services the Dean of Students Office and theTitle IX13 Officer Regardless of race13 ethnicity or international status undergraduate respondents were most aware of Brandeis Public Safety the Health13 Centerand the13 Psychological Counseling Center Undergraduate13 respondents were13 least aware13 of the13 Title13 IX Officer and the13 Title13 IX Coordinator Knowledge of otherresources was more13 varied For example Latino and white student respondents were more likely to13 know about the Office of Prevention Services13 thaninternational Asian-shy‐American13 and13 black student respondents

For graduate13 student respondents13 knowledge of campus13 resources was less than for13 undergraduate student13 respondents13 In general Asian-shy‐American13 graduatestudent respondents13 had the lowest level of familiarity with campus13 resources while Latino graduate student respondents had the highest levels of familiarity

Table13 13 Undergraduate13 Knowledge13 of Campus Resources

Undergraduates

International Latino

Asian-

American Black White

Other

Minority

Mean Mean Mean Mean Mean Mean

-Office of Prevention Services (Sheila McMahon and Rani Neutill) 245 288 242 238 282 264

-Psychological Counseling Center (PCC) 331 372 318 321 366 324

-Rape Crisis Center (official opening March 2 2015) 312 343 311 290 329 336

-Interfaith Chaplaincy 265 320 271 260 291 312

-Health Center 346 374 359 331 358 380

-Dean of Students Office (Jamele Adams) 248 282 248 318 268 265

-Department of Student Rights and Community Standards (formerly

Dean Gendron now Kerry Guerard amp Tiffany Chan) 229 243 212 168 226 238

-Brandeis Public Safety 327 357 327 325 332 312

-Title IX Officer (Linda Shinomoto in Human Resources) 172 206 184 155 203 235

-Title IX Coordinator (Rebecca Tillar who started at Brandeis on Feb 9

2015) 172 197 179 157 199 235

5-shy‐point scale with 5=very aware and 1=not at all aware

16

Table13 14 Graduate13 Student Knowledge13 of Campus Resources

Graduate Students

International Latino

Asian-

American Black White

Other

Minority

Mean Mean Mean Mean Mean Mean

-Office of Prevention Services (Sheila McMahon and Rani Neutill) 182 214 144 167 190 155

-Psychological Counseling Center (PCC) 242 350 213 283 270 245

-Rape Crisis Center (official opening March 2 2015) 225 236 156 217 223 227

-Interfaith Chaplaincy 242 314 275 283 272 300

-Health Center 371 393 313 367 335 300

-Dean of Students Office (Jamele Adams) 187 200 150 250 189 173

-Department of Student Rights and Community Standards (formerly

Dean Gendron now Kerry Guerard amp Tiffany Chan) 165 186 113 183 154 155

-Brandeis Public Safety 329 329 237 300 299 245

-Title IX Officer (Linda Shinomoto in Human Resources) 167 200 138 133 181 173

-Title IX Coordinator (Rebecca Tillar who started at Brandeis on Feb 9

2015) 163 171 131 133 168 145

5-shy‐point scale with 5=very aware and 1=not at all aware

17

13 13 13 13 13 13

Beliefs About University Response to Crisis

The Campus Climate Survey asked about student respondentsrsquo trust in the administration These questions were not limited to cases of sexual misconduct andassault so they were13 not reported on in the13 initial13 report13 The questions are included here as they have important implications as the university devises ways to13 educate the campus community about13 resources when sexual misconduct andor sexual assault occurs

At the undergraduate level international student respondents were most likely to13 agree that if13 a crisis happened at13 Brandeis the university would handle it13 well Similarly international students were more likely to indicate that the university responds rapidly in difficult situations and handles incidents in13 a fair and13 responsible manner and that the13 university does enough to protect the13 safety of students Black and other minority student respondents were the least likely toagree13 with these13 statements At the graduate student level international student respondents were more likely to13 indicate13 that the13 university would respondwell in a crisis situation while Latino and other minority respondents were least likely to indicate that the university would respond well

Table13 15 Undergraduate13 Beliefs About University Response

Undergraduates International Latino Asian-

American Black White Other

Minority If a crisis happened at Brandeis the university would handle it well 321 278 287 250 286 262 The university responds rapidly in difficult situations 314 292 305 270 293 265 University officials handle incidents in a fair and responsible manner 302 275 278 252 279 242 Brandeis does enough to protect the safety of our students 333 283 298 264 300 265 5-shy‐point scale with 5=strongly agree and 1=strongly disagree

Table13 16 Graduate13 Students Beliefs About University Response

Graduate Students International Latino Asian-

American Black White Other

Minority If a crisis happened at Brandeis the university would handle it well 369 300 331 350 329 300 The university responds rapidly in difficult situations 367 307 331 350 311 318 University officials handle incidents in a fair and responsible manner 356 314 331 350 305 309 Brandeis does enough to protect the safety of our students 386 307 306 350 340 318

5-shy‐point scale with 5=strongly agree and 1=strongly disagree

18

Appendix A Information About Statistical Significance

Statistically significant results are13 results that have13 small probability (usually 1 5 or 10) of having happened merely by chance There are issues thatcomplicate testing for significance that can lead researchers13 and consumers13 of the statistics13 to the wrong conclusion if13 certain circumstances exist Statisticalsignificance is13 not presented in the Campus13 Climate Survey of Sexual Misconduct for the following reasons

Likert Scale The use of statistical significance is disputed when Likert-shy‐type question is used Likert responses such as ldquostrongly agreerdquo and ldquosomewhatdisagreerdquo are ordinal variables that are not numerical Thus assigning values to13 qualitative responses is a topic of debate

Equal variances There is disagreement over equal variances13 between Likert responses For example is13 the difference between ldquostrongly agreerdquo and ldquoagreerdquo13 thesame as13 ldquoagreerdquo13 and ldquoneither agree13 nor disagreerdquo13 Or is the13 difference13 between ldquostrongly agreerdquo13 and ldquoagreerdquo13 the same as ldquoagreerdquo13 and ldquosomewhat agreerdquoQuantifying verbal statements leads to uncertainty when computing averages let13 alone testing for13 significance

Unequal sample sizes To compare two groups an assumption when testing statistical significance is that the groups are roughly equal sizes In Brandeisrsquo ClimateSurvey it is clear for example that there13 are13 very different sample13 sizes of white13 respondents and black or African American respondents In the13 surveyadministration phase one13 way to overcome13 this problem is to conduct random sample However due to13 the content and13 purpose of the survey not includingsome participants13 could make them feel silenced compounding a problem the survey tries13 to address

Normal distributionWith unequal sample sizes it is possible to conduct a 2-shy‐sample t-shy‐test13 if13 the responses are normally distributed However the majority of13 responses to the climate survey were not13 normally distributed

Misleading presentationfalse negativesWith the above-shy‐mentioned points in mind any remaining method such as proportion13 testing would13 be extensivelyconservative which would result in the test not flagging potential differences13 when they13 do exist Especially13 with smaller populations (which13 may be the most atrisk) the probability of13 a false negative is higher This could result in readers of the survey report dismissing differences that should indeed be looked at further

19

Graduate Students International LatinoAsian-shy‐

American Black WhiteOther

Minority-shy‐Made inappropriate comments about your or someone elses body appearance orattractiveness in your presence mdash In13 class or lab13 or work setting 97 220

-shy‐Made inappropriate comments about your or someone elses body appearance orattractiveness in your presence mdash In13 a social setting 208 500 313 357 545

-shy‐Made inappropriate comments about your or someone elses body appearance orattractiveness in your presence mdash In13 other settings at Brandeis 194 149

-shy‐Said crude13 or gross sexual things to you or tried to get you to talk about sexual matterswhen you didnt want to mdash In13 class or lab13 or work setting 71

-shy‐Said crude13 or gross sexual things to you or tried to get you to talk13 about sexual matterswhen you didnt want to mdash In13 a social setting 143

-shy‐Said crude13 or gross sexual things to you or tried to get you to talk about sexual matterswhen you didnt want to mdash In13 other settings at Brandeis 48

-shy‐Emailed texted or instant-shy‐messaged through any social-shy‐media outlet offensive sexualjokes stories or pictures to you mdash In13 class or lab13 or work setting

-shy‐Emailed texted or instant-shy‐messaged through any social-shy‐media outlet offensive sexualjokes stories or pictures to you mdash In13 a social setting 69 36

-shy‐Emailed texted or instant-shy‐messaged through any social-shy‐media outlet offensive sexualjokes stories or pictures to you mdash In13 other settings at Brandeis 42

-shy‐Told you about their sexual experiences when you did not want to hear them mdash In13 classor lab13 or work setting 60

-shy‐Told you about their sexual experiences when you did not want to hear them mdash In13 asocial setting 83 131

-shy‐Told you about their sexual experiences when you did not want to hear them mdash In13 othersettings13 at Brandeis 54

-shy‐Repeatedly asked13 you13 o dates to13 go13 to13 dinner or to get a drink even after youve13 saidno mdash In13 class or lab13 or work setting 65

-shy‐Repeatedly asked13 you13 o dates to13 go13 to13 dinner or to get a drink even after youve13 saidno mdash In13 a social setting 83

-shy‐Repeatedly asked13 you13 o dates to13 go13 to13 dinner or to get a drink even after youve13 saidno mdash In13 other settings at Brandeis 54

Cells with13 a label of indicate fewer than13 five respondents This information was withheld to respect individualsrsquo privacy

7

Attitudes at Brandeis

Survey participants were13 asked their level of agreementdisagreement o series of questions about gender consent and why sexual misconduct occurs The13 question13 used13 a five-shy‐point scale with13 an13 answer of one indicating that the respondent strongly disagreed13 and13 an13 answer of five indicating that the13 respondentstrongly agreed In the initial13 Campus Climate Survey on Sexual13 Misconduct report respondentsrsquo answers to the questions were13 shown on scale13 from stronglyagree13 to strongly disagree Due13 to small cell size responses to these13 questions are13 shown as averages Questions were asked in the affirmative and in thenegative For respondents at13 both the undergraduate and graduate levels no clear13 patterns emerged regarding race13 ethnicity or international status

Table13 4 Undergraduate13 Attitudes at Brandeis

Undergraduate Students International Latino Asian-American

Black White Other Minority

It is not necessary to ask for consent to sexual activity if you are in a relationship with your sexual partner

188 157 161 157 164 146

I believe it is important to get consent before any sexual activity 432 463 453 455 456 431

When someone is raped or sexually assaulted it is usually because the person was unclear in the way that they said no

206 183 200 158 171 158

Sexual assault and rape happen because men get carried away in sexual situations once theyve started

251 252 259 218 223 196

Rape and sexual assault happen because people put themselves in bad situations 226 223 226 177 196 169

I feel confident in my ability to judge if someone is too intoxicated to give consent to sexual activity

346 400 393 405 403 415

8

Table13 5 Graduate Students Attitudes at Brandeis

Graduate Students International Latino Asian-American

Black White Other Minority

It is not necessary to ask for consent to sexual activity if you are in a relationship with your sexual partner

194 121 125 150 155 191

I believe it is important to get consent before any sexual activity 456 471 463 450 451 427

When someone is raped or sexually assaulted it is usually because the person was unclear in the way that they said no

183 114 163 183 129 136

Sexual assault and rape happen because men get carried away in sexual situations once theyve started

245 150 213 150 198 182

Rape and sexual assault happen because people put themselves in bad situations 221 114 206 150 174 182

I feel confident in my ability to judge if someone is too intoxicated to give consent to sexual activity

404 436 388 367 407 391

9

Sexual Misconduct and Sexual Assault mdash Labeled Experiences

The survey asked about different experiences of harassment as well as instances of sexual assault that students have faced while at Brandeis13 The survey usedtwo sets of13 questions to understand the prevalence of13 sexual misconduct The first13 set13 of13 questions13 about unwanted13 sexual experiences used13 commondefinitions such13 as ldquosexual assaultrdquo and13 ldquoraperdquo13 where respondents apply13 their own interpretations to these experiences These are referred to as ldquolabeledrdquo13 unwanted13 sexual experiences

At the undergraduate level Latino13 and13 other minority student respondents13 indicated higher levels13 than white international and13 Asian-shy‐American13 studentrespondents of13 having experienced sexual misconduct The sexual misconduct includes being stalked or followed or having received repeated unwantedmessages texts or emails from someone13 that made13 the13 recipient uncomfortable being given13 dirty looks intimidated or verbally13 harassed because of onersquos(actual or13 assumed)13 gender13 identity or13 sexual orientation13 or being sexually harassed13 Black student respondents experienced the highest levels of having beengiven dirty13 looks intimidated verbally13 harassed or otherwise harassed because of onersquos (actual or assumed) racial or ethnic background Black Latino13 and13 otherminority respondents13 report the highest13 levels of13 being sexually assaulted including inappropriate sexual13 touching fondling grabbing or groping Although13 cellsize limited the information that could be reported on for experiences13 of rape Latino and Asian-shy‐American undergraduate respondents reported13 being raped13 at arate that13 is approximately twice as much as their white peer respondents

Graduate student data are not reported because the cell sizes were too small

Table13 6 Undergraduate13 Experiences of Sexual Misconduct and Assault mdash Labeled Experiences

Undergraduates International Latino Asian-American Black White Other

Minority

-Been stalked or followed or received repeated unwanted messages texts emails etc from someone that made the recipient uncomfortable 92 200 107 102 231

-Been given dirty looks intimidated verbally harassed or otherwise harassed because of ones (actual or assumed) gender identity or sexual orientation 185 45 114 66

-Been given dirty looks intimidated verbally harassed or otherwise harassed because of ones (actual or assumed) racial or ethnic background 169 297 246 500 28 346

-Been in a relationship that was controlling or abusive (physically sexually psychologically emotionally or financially) 92 108 73 66 231

-Been sexually harassed including through inappropriate sexual comments or receipt of unwanted sexual images via social media or text or in email- 78 200 101 114 108 231

-Been sexually assaulted including inappropriate sexual touching fondling grabbing or groping 185 234 169 227 154 269

-Been raped (nonconsensual penetration of ones mouth vagina or anus by a finger penis or object) 77 56 37

Each labeled experience was asked as a separate question Therefore respondents could indicate experiencing more than one of these negative behaviors from a single act13 Because of13 this the values of13 different13 cellscannot be added to determine an overall rate for harassment andor sexual misconduct Cells13 with a label of indicate fewer13 than five respondents13 This information was withheld to respect13 individualsrsquo privacy

10

Experiences of Unwanted13 Sexual Behaviors

For this set of questions respondents were13 asked about specific types of unwanted sexual behaviors that they may have13 experienced Rather than labeling theseexperiences as harassment or rape these13 questions defined different types of sexual encounters participant could have13 experienced Research (Fisher CullenFrancis amp Turner 2000 Fisher amp Cullen 2000) has found that in these types of surveys respondents are more likely to indicate that13 they have experienced aspecific13 unwanted sexual behavior than to indicate that they have experienced labeled behavior such as ldquosexual assaultrdquo

Because of small cell size undergraduate data that can13 be reported13 are13 limited13 However data are available for international Latino Asian-shy‐American black and13 white student respondents for the statement ldquoSomeone tried13 to13 put their finger penis object inside my vagina or anus even13 though13 I didnrsquot want them to13 dosordquo For this statement Latino and black student respondents experienced13 these behaviors more than13 international Asian-shy‐American13 and13 white respondents

Graduate student data are not reported13 because the cell sizes were too13 small

Table13 7 Undergraduate13 Experiences of Unwanted13 Sexual Behaviors

Undergraduates International Latino Asian-

American Black White Other

Minority Someone TRIED to perform oral sex on me or make me give them oral sex even though I didnt want to do so 125 73 72

Someone performed oral sex on me even though I didnt want them to do so 62 21 Someone made me give them oral sex or performed oral sex on me even though I didnt want them to do so 68 44

Someone TRIED to put their finger penis object inside my vagina or anus even though I didnt want them to do so 94 159 96 186 101

Someone put their penis or finger or object into my vagina or anus even though I didnt want them to do so 95 73 56

Each unwanted behavior was asked as a separate question Therefore respondents could indicate experiencing more than one of these negative behaviors from a single act13 Because of13 this the values of13 different13 cellscannot be added to determine an overall rate13 for harassment andor sexual misconduct Cells with label of indicate13 fewer than five13 respondents This information was withheld to respect individualsrsquo privacy

11

Reporting and Perceptions of Response

Patterns of reporting either informally or formally were examined for undergraduate respondents13 Latino undergraduate respondents were the most likely13 to tellsomeone about experiences13 of sexual misconduct followed by white undergraduate respondents International Asian-shy‐American13 and13 black undergraduaterespondents were the least likely to tell13 someone

Due to13 small cell sizes information from graduate students cannot be presented in order to protect confidentiality

Table13 8 Reporting13 Unwanted13 Sexual Activity

Undergraduates International LatinoAsian-shy‐

American Black WhiteOther

MinorityExperienced sexual misconduct 21 24 55 17 255 10Told someone 12 20 32 10 189 7Told someone 571 833 582 588 741 700Formally reported 10 Formally reported 39

12

Sense of Community

Respondents were asked13 about their sense of community in13 four domains connection13 with13 the community the ability to13 influence feelings of belonging13 andfulfillment13 of needs Research13 has found13 that a sense of community is a correlate of studentsrsquo willingness to13 intervene as bystanders in13 instances of13 sexualharassment and13 assault

Undergraduate respondents indicated a greater sense of community than graduate student respondents At13 the undergraduate level white student13 respondentshad13 the greatest sense of community13 while international and black undergraduate respondents had the least sense of community13 At the graduate level whiteand international student respondents indicated the13 greatest sense13 of community13 Amongst graduate student respondents Asian-shy‐Americans blacks and13 otherminority student respondents had13 the least feeling of community

Table13 9 Undergraduate13 Sense13 of Community

Undergraduates

International Latino Asian-

American Black White Other

Minority I can get what I need in this campus community 347 360 359 348 389 340 This campus community helps me fulfill my needs 338 355 352 330 383 328 I feel like a member of this campus community 358 361 366 316 397 338 I belong in this campus community 363 372 361 334 390 323 I have an influence on other people in my campus community 341 369 350 361 382 369 People in this campus community are good at influencing each other 352 374 374 359 379 385 I feel connected to this campus community 321 342 349 309 375 312 I have a good bond with others in this campus community 365 389 377 373 409 373

5-shy‐point scale with 5=strongly agree and 1=strongly disagree

13

Table13 10 Graduate13 Student Sense13 of Community

Graduate Students

International Latino Asian-

American Black White Other

Minority I can get what I need in this campus community 369 371 319 317 367 345 This campus community helps me fulfill my needs 364 357 325 300 352 309 I feel like a member of this campus community 351 371 306 300 328 309 I belong in this campus community 363 357 300 300 338 309 I have an influence on other people in my campus community 318 343 288 283 329 282 People in this campus community are good at influencing each other 336 350 344 300 344 327 I feel connected to this campus community 338 336 313 283 311 327 I have a good bond with others in this campus community 365 393 363 333 357 336

5-shy‐point scale with 5=strongly agree and 1=strongly disagree

14

Knowledge13 of Campus Resources

Participants were13 asked questions to assess their awareness of campus resources that can be accessed when instances13 of sexual misconduct occur At theundergraduate level international white and13 other minority student respondents were most likely to know where to go to get help on campus if a sexual assaultoccurred while black student respondents were least13 likely to know where to access help Black and Latino student13 respondents were least13 likely to indicate13 thatthey understood what13 happens when a student13 reports a claim of13 sexual assault as well as where13 to go to make13 report of sexual assault

Amongst graduate students Asian-shy‐American13 student respondents were most likely to13 know where to13 access help13 if a sexual assault occurred13 while blackstudent respondents13 were least likely to know this information Other minority student respondents were the most likely to13 understand13 where to13 make a reportof sexual assault and13 to13 understand13 what happens when13 a claim of sexual assault occurs Black student respondents were least likely to have this knowledge13

Table13 11 Undergraduate13 Knowledge13 of Resources and Procedures for Sexual Assault

Undergraduates

International Latino

Asian-

American Black White

Other

Minority If a friend or were sexually assaulted know where to go to get help oncampus 374 365 362 340 385 380

understand what happens when a student reports a claim of sexual assaultat Brandeis 288 268 282 252 271 304

If a friend or were sexually assaulted know where to go to make a reportof sexual assault 326 309 312 282 315 336

5-shy‐point scale with 5=strongly agree and 1=strongly disagree

Table13 12 Graduate13 Student Knowledge13 of Resources and Procedures for Sexual Assault

Graduate Students

International Latino

Asian-

American Black White

Other

Minority If a friend or were sexually assaulted I know where13 to go to get help oncampus 319 314 337 240 314 291

understand what happens when a student reports a claim of sexual13 assaultat Brandeis 275 264 244 220 242 191

If a friend or were sexually assaulted know where to go to make a reportof sexual assault 310 314 281 220 280 255

5-shy‐point scale with 5=strongly agree and 1=strongly disagree

15

Respondents were asked13 about their knowledge of specific campus resources including the Office of Prevention Services the Dean of Students Office and theTitle IX13 Officer Regardless of race13 ethnicity or international status undergraduate respondents were most aware of Brandeis Public Safety the Health13 Centerand the13 Psychological Counseling Center Undergraduate13 respondents were13 least aware13 of the13 Title13 IX Officer and the13 Title13 IX Coordinator Knowledge of otherresources was more13 varied For example Latino and white student respondents were more likely to13 know about the Office of Prevention Services13 thaninternational Asian-shy‐American13 and13 black student respondents

For graduate13 student respondents13 knowledge of campus13 resources was less than for13 undergraduate student13 respondents13 In general Asian-shy‐American13 graduatestudent respondents13 had the lowest level of familiarity with campus13 resources while Latino graduate student respondents had the highest levels of familiarity

Table13 13 Undergraduate13 Knowledge13 of Campus Resources

Undergraduates

International Latino

Asian-

American Black White

Other

Minority

Mean Mean Mean Mean Mean Mean

-Office of Prevention Services (Sheila McMahon and Rani Neutill) 245 288 242 238 282 264

-Psychological Counseling Center (PCC) 331 372 318 321 366 324

-Rape Crisis Center (official opening March 2 2015) 312 343 311 290 329 336

-Interfaith Chaplaincy 265 320 271 260 291 312

-Health Center 346 374 359 331 358 380

-Dean of Students Office (Jamele Adams) 248 282 248 318 268 265

-Department of Student Rights and Community Standards (formerly

Dean Gendron now Kerry Guerard amp Tiffany Chan) 229 243 212 168 226 238

-Brandeis Public Safety 327 357 327 325 332 312

-Title IX Officer (Linda Shinomoto in Human Resources) 172 206 184 155 203 235

-Title IX Coordinator (Rebecca Tillar who started at Brandeis on Feb 9

2015) 172 197 179 157 199 235

5-shy‐point scale with 5=very aware and 1=not at all aware

16

Table13 14 Graduate13 Student Knowledge13 of Campus Resources

Graduate Students

International Latino

Asian-

American Black White

Other

Minority

Mean Mean Mean Mean Mean Mean

-Office of Prevention Services (Sheila McMahon and Rani Neutill) 182 214 144 167 190 155

-Psychological Counseling Center (PCC) 242 350 213 283 270 245

-Rape Crisis Center (official opening March 2 2015) 225 236 156 217 223 227

-Interfaith Chaplaincy 242 314 275 283 272 300

-Health Center 371 393 313 367 335 300

-Dean of Students Office (Jamele Adams) 187 200 150 250 189 173

-Department of Student Rights and Community Standards (formerly

Dean Gendron now Kerry Guerard amp Tiffany Chan) 165 186 113 183 154 155

-Brandeis Public Safety 329 329 237 300 299 245

-Title IX Officer (Linda Shinomoto in Human Resources) 167 200 138 133 181 173

-Title IX Coordinator (Rebecca Tillar who started at Brandeis on Feb 9

2015) 163 171 131 133 168 145

5-shy‐point scale with 5=very aware and 1=not at all aware

17

13 13 13 13 13 13

Beliefs About University Response to Crisis

The Campus Climate Survey asked about student respondentsrsquo trust in the administration These questions were not limited to cases of sexual misconduct andassault so they were13 not reported on in the13 initial13 report13 The questions are included here as they have important implications as the university devises ways to13 educate the campus community about13 resources when sexual misconduct andor sexual assault occurs

At the undergraduate level international student respondents were most likely to13 agree that if13 a crisis happened at13 Brandeis the university would handle it13 well Similarly international students were more likely to indicate that the university responds rapidly in difficult situations and handles incidents in13 a fair and13 responsible manner and that the13 university does enough to protect the13 safety of students Black and other minority student respondents were the least likely toagree13 with these13 statements At the graduate student level international student respondents were more likely to13 indicate13 that the13 university would respondwell in a crisis situation while Latino and other minority respondents were least likely to indicate that the university would respond well

Table13 15 Undergraduate13 Beliefs About University Response

Undergraduates International Latino Asian-

American Black White Other

Minority If a crisis happened at Brandeis the university would handle it well 321 278 287 250 286 262 The university responds rapidly in difficult situations 314 292 305 270 293 265 University officials handle incidents in a fair and responsible manner 302 275 278 252 279 242 Brandeis does enough to protect the safety of our students 333 283 298 264 300 265 5-shy‐point scale with 5=strongly agree and 1=strongly disagree

Table13 16 Graduate13 Students Beliefs About University Response

Graduate Students International Latino Asian-

American Black White Other

Minority If a crisis happened at Brandeis the university would handle it well 369 300 331 350 329 300 The university responds rapidly in difficult situations 367 307 331 350 311 318 University officials handle incidents in a fair and responsible manner 356 314 331 350 305 309 Brandeis does enough to protect the safety of our students 386 307 306 350 340 318

5-shy‐point scale with 5=strongly agree and 1=strongly disagree

18

Appendix A Information About Statistical Significance

Statistically significant results are13 results that have13 small probability (usually 1 5 or 10) of having happened merely by chance There are issues thatcomplicate testing for significance that can lead researchers13 and consumers13 of the statistics13 to the wrong conclusion if13 certain circumstances exist Statisticalsignificance is13 not presented in the Campus13 Climate Survey of Sexual Misconduct for the following reasons

Likert Scale The use of statistical significance is disputed when Likert-shy‐type question is used Likert responses such as ldquostrongly agreerdquo and ldquosomewhatdisagreerdquo are ordinal variables that are not numerical Thus assigning values to13 qualitative responses is a topic of debate

Equal variances There is disagreement over equal variances13 between Likert responses For example is13 the difference between ldquostrongly agreerdquo and ldquoagreerdquo13 thesame as13 ldquoagreerdquo13 and ldquoneither agree13 nor disagreerdquo13 Or is the13 difference13 between ldquostrongly agreerdquo13 and ldquoagreerdquo13 the same as ldquoagreerdquo13 and ldquosomewhat agreerdquoQuantifying verbal statements leads to uncertainty when computing averages let13 alone testing for13 significance

Unequal sample sizes To compare two groups an assumption when testing statistical significance is that the groups are roughly equal sizes In Brandeisrsquo ClimateSurvey it is clear for example that there13 are13 very different sample13 sizes of white13 respondents and black or African American respondents In the13 surveyadministration phase one13 way to overcome13 this problem is to conduct random sample However due to13 the content and13 purpose of the survey not includingsome participants13 could make them feel silenced compounding a problem the survey tries13 to address

Normal distributionWith unequal sample sizes it is possible to conduct a 2-shy‐sample t-shy‐test13 if13 the responses are normally distributed However the majority of13 responses to the climate survey were not13 normally distributed

Misleading presentationfalse negativesWith the above-shy‐mentioned points in mind any remaining method such as proportion13 testing would13 be extensivelyconservative which would result in the test not flagging potential differences13 when they13 do exist Especially13 with smaller populations (which13 may be the most atrisk) the probability of13 a false negative is higher This could result in readers of the survey report dismissing differences that should indeed be looked at further

19

Attitudes at Brandeis

Survey participants were13 asked their level of agreementdisagreement o series of questions about gender consent and why sexual misconduct occurs The13 question13 used13 a five-shy‐point scale with13 an13 answer of one indicating that the respondent strongly disagreed13 and13 an13 answer of five indicating that the13 respondentstrongly agreed In the initial13 Campus Climate Survey on Sexual13 Misconduct report respondentsrsquo answers to the questions were13 shown on scale13 from stronglyagree13 to strongly disagree Due13 to small cell size responses to these13 questions are13 shown as averages Questions were asked in the affirmative and in thenegative For respondents at13 both the undergraduate and graduate levels no clear13 patterns emerged regarding race13 ethnicity or international status

Table13 4 Undergraduate13 Attitudes at Brandeis

Undergraduate Students International Latino Asian-American

Black White Other Minority

It is not necessary to ask for consent to sexual activity if you are in a relationship with your sexual partner

188 157 161 157 164 146

I believe it is important to get consent before any sexual activity 432 463 453 455 456 431

When someone is raped or sexually assaulted it is usually because the person was unclear in the way that they said no

206 183 200 158 171 158

Sexual assault and rape happen because men get carried away in sexual situations once theyve started

251 252 259 218 223 196

Rape and sexual assault happen because people put themselves in bad situations 226 223 226 177 196 169

I feel confident in my ability to judge if someone is too intoxicated to give consent to sexual activity

346 400 393 405 403 415

8

Table13 5 Graduate Students Attitudes at Brandeis

Graduate Students International Latino Asian-American

Black White Other Minority

It is not necessary to ask for consent to sexual activity if you are in a relationship with your sexual partner

194 121 125 150 155 191

I believe it is important to get consent before any sexual activity 456 471 463 450 451 427

When someone is raped or sexually assaulted it is usually because the person was unclear in the way that they said no

183 114 163 183 129 136

Sexual assault and rape happen because men get carried away in sexual situations once theyve started

245 150 213 150 198 182

Rape and sexual assault happen because people put themselves in bad situations 221 114 206 150 174 182

I feel confident in my ability to judge if someone is too intoxicated to give consent to sexual activity

404 436 388 367 407 391

9

Sexual Misconduct and Sexual Assault mdash Labeled Experiences

The survey asked about different experiences of harassment as well as instances of sexual assault that students have faced while at Brandeis13 The survey usedtwo sets of13 questions to understand the prevalence of13 sexual misconduct The first13 set13 of13 questions13 about unwanted13 sexual experiences used13 commondefinitions such13 as ldquosexual assaultrdquo and13 ldquoraperdquo13 where respondents apply13 their own interpretations to these experiences These are referred to as ldquolabeledrdquo13 unwanted13 sexual experiences

At the undergraduate level Latino13 and13 other minority student respondents13 indicated higher levels13 than white international and13 Asian-shy‐American13 studentrespondents of13 having experienced sexual misconduct The sexual misconduct includes being stalked or followed or having received repeated unwantedmessages texts or emails from someone13 that made13 the13 recipient uncomfortable being given13 dirty looks intimidated or verbally13 harassed because of onersquos(actual or13 assumed)13 gender13 identity or13 sexual orientation13 or being sexually harassed13 Black student respondents experienced the highest levels of having beengiven dirty13 looks intimidated verbally13 harassed or otherwise harassed because of onersquos (actual or assumed) racial or ethnic background Black Latino13 and13 otherminority respondents13 report the highest13 levels of13 being sexually assaulted including inappropriate sexual13 touching fondling grabbing or groping Although13 cellsize limited the information that could be reported on for experiences13 of rape Latino and Asian-shy‐American undergraduate respondents reported13 being raped13 at arate that13 is approximately twice as much as their white peer respondents

Graduate student data are not reported because the cell sizes were too small

Table13 6 Undergraduate13 Experiences of Sexual Misconduct and Assault mdash Labeled Experiences

Undergraduates International Latino Asian-American Black White Other

Minority

-Been stalked or followed or received repeated unwanted messages texts emails etc from someone that made the recipient uncomfortable 92 200 107 102 231

-Been given dirty looks intimidated verbally harassed or otherwise harassed because of ones (actual or assumed) gender identity or sexual orientation 185 45 114 66

-Been given dirty looks intimidated verbally harassed or otherwise harassed because of ones (actual or assumed) racial or ethnic background 169 297 246 500 28 346

-Been in a relationship that was controlling or abusive (physically sexually psychologically emotionally or financially) 92 108 73 66 231

-Been sexually harassed including through inappropriate sexual comments or receipt of unwanted sexual images via social media or text or in email- 78 200 101 114 108 231

-Been sexually assaulted including inappropriate sexual touching fondling grabbing or groping 185 234 169 227 154 269

-Been raped (nonconsensual penetration of ones mouth vagina or anus by a finger penis or object) 77 56 37

Each labeled experience was asked as a separate question Therefore respondents could indicate experiencing more than one of these negative behaviors from a single act13 Because of13 this the values of13 different13 cellscannot be added to determine an overall rate for harassment andor sexual misconduct Cells13 with a label of indicate fewer13 than five respondents13 This information was withheld to respect13 individualsrsquo privacy

10

Experiences of Unwanted13 Sexual Behaviors

For this set of questions respondents were13 asked about specific types of unwanted sexual behaviors that they may have13 experienced Rather than labeling theseexperiences as harassment or rape these13 questions defined different types of sexual encounters participant could have13 experienced Research (Fisher CullenFrancis amp Turner 2000 Fisher amp Cullen 2000) has found that in these types of surveys respondents are more likely to indicate that13 they have experienced aspecific13 unwanted sexual behavior than to indicate that they have experienced labeled behavior such as ldquosexual assaultrdquo

Because of small cell size undergraduate data that can13 be reported13 are13 limited13 However data are available for international Latino Asian-shy‐American black and13 white student respondents for the statement ldquoSomeone tried13 to13 put their finger penis object inside my vagina or anus even13 though13 I didnrsquot want them to13 dosordquo For this statement Latino and black student respondents experienced13 these behaviors more than13 international Asian-shy‐American13 and13 white respondents

Graduate student data are not reported13 because the cell sizes were too13 small

Table13 7 Undergraduate13 Experiences of Unwanted13 Sexual Behaviors

Undergraduates International Latino Asian-

American Black White Other

Minority Someone TRIED to perform oral sex on me or make me give them oral sex even though I didnt want to do so 125 73 72

Someone performed oral sex on me even though I didnt want them to do so 62 21 Someone made me give them oral sex or performed oral sex on me even though I didnt want them to do so 68 44

Someone TRIED to put their finger penis object inside my vagina or anus even though I didnt want them to do so 94 159 96 186 101

Someone put their penis or finger or object into my vagina or anus even though I didnt want them to do so 95 73 56

Each unwanted behavior was asked as a separate question Therefore respondents could indicate experiencing more than one of these negative behaviors from a single act13 Because of13 this the values of13 different13 cellscannot be added to determine an overall rate13 for harassment andor sexual misconduct Cells with label of indicate13 fewer than five13 respondents This information was withheld to respect individualsrsquo privacy

11

Reporting and Perceptions of Response

Patterns of reporting either informally or formally were examined for undergraduate respondents13 Latino undergraduate respondents were the most likely13 to tellsomeone about experiences13 of sexual misconduct followed by white undergraduate respondents International Asian-shy‐American13 and13 black undergraduaterespondents were the least likely to tell13 someone

Due to13 small cell sizes information from graduate students cannot be presented in order to protect confidentiality

Table13 8 Reporting13 Unwanted13 Sexual Activity

Undergraduates International LatinoAsian-shy‐

American Black WhiteOther

MinorityExperienced sexual misconduct 21 24 55 17 255 10Told someone 12 20 32 10 189 7Told someone 571 833 582 588 741 700Formally reported 10 Formally reported 39

12

Sense of Community

Respondents were asked13 about their sense of community in13 four domains connection13 with13 the community the ability to13 influence feelings of belonging13 andfulfillment13 of needs Research13 has found13 that a sense of community is a correlate of studentsrsquo willingness to13 intervene as bystanders in13 instances of13 sexualharassment and13 assault

Undergraduate respondents indicated a greater sense of community than graduate student respondents At13 the undergraduate level white student13 respondentshad13 the greatest sense of community13 while international and black undergraduate respondents had the least sense of community13 At the graduate level whiteand international student respondents indicated the13 greatest sense13 of community13 Amongst graduate student respondents Asian-shy‐Americans blacks and13 otherminority student respondents had13 the least feeling of community

Table13 9 Undergraduate13 Sense13 of Community

Undergraduates

International Latino Asian-

American Black White Other

Minority I can get what I need in this campus community 347 360 359 348 389 340 This campus community helps me fulfill my needs 338 355 352 330 383 328 I feel like a member of this campus community 358 361 366 316 397 338 I belong in this campus community 363 372 361 334 390 323 I have an influence on other people in my campus community 341 369 350 361 382 369 People in this campus community are good at influencing each other 352 374 374 359 379 385 I feel connected to this campus community 321 342 349 309 375 312 I have a good bond with others in this campus community 365 389 377 373 409 373

5-shy‐point scale with 5=strongly agree and 1=strongly disagree

13

Table13 10 Graduate13 Student Sense13 of Community

Graduate Students

International Latino Asian-

American Black White Other

Minority I can get what I need in this campus community 369 371 319 317 367 345 This campus community helps me fulfill my needs 364 357 325 300 352 309 I feel like a member of this campus community 351 371 306 300 328 309 I belong in this campus community 363 357 300 300 338 309 I have an influence on other people in my campus community 318 343 288 283 329 282 People in this campus community are good at influencing each other 336 350 344 300 344 327 I feel connected to this campus community 338 336 313 283 311 327 I have a good bond with others in this campus community 365 393 363 333 357 336

5-shy‐point scale with 5=strongly agree and 1=strongly disagree

14

Knowledge13 of Campus Resources

Participants were13 asked questions to assess their awareness of campus resources that can be accessed when instances13 of sexual misconduct occur At theundergraduate level international white and13 other minority student respondents were most likely to know where to go to get help on campus if a sexual assaultoccurred while black student respondents were least13 likely to know where to access help Black and Latino student13 respondents were least13 likely to indicate13 thatthey understood what13 happens when a student13 reports a claim of13 sexual assault as well as where13 to go to make13 report of sexual assault

Amongst graduate students Asian-shy‐American13 student respondents were most likely to13 know where to13 access help13 if a sexual assault occurred13 while blackstudent respondents13 were least likely to know this information Other minority student respondents were the most likely to13 understand13 where to13 make a reportof sexual assault and13 to13 understand13 what happens when13 a claim of sexual assault occurs Black student respondents were least likely to have this knowledge13

Table13 11 Undergraduate13 Knowledge13 of Resources and Procedures for Sexual Assault

Undergraduates

International Latino

Asian-

American Black White

Other

Minority If a friend or were sexually assaulted know where to go to get help oncampus 374 365 362 340 385 380

understand what happens when a student reports a claim of sexual assaultat Brandeis 288 268 282 252 271 304

If a friend or were sexually assaulted know where to go to make a reportof sexual assault 326 309 312 282 315 336

5-shy‐point scale with 5=strongly agree and 1=strongly disagree

Table13 12 Graduate13 Student Knowledge13 of Resources and Procedures for Sexual Assault

Graduate Students

International Latino

Asian-

American Black White

Other

Minority If a friend or were sexually assaulted I know where13 to go to get help oncampus 319 314 337 240 314 291

understand what happens when a student reports a claim of sexual13 assaultat Brandeis 275 264 244 220 242 191

If a friend or were sexually assaulted know where to go to make a reportof sexual assault 310 314 281 220 280 255

5-shy‐point scale with 5=strongly agree and 1=strongly disagree

15

Respondents were asked13 about their knowledge of specific campus resources including the Office of Prevention Services the Dean of Students Office and theTitle IX13 Officer Regardless of race13 ethnicity or international status undergraduate respondents were most aware of Brandeis Public Safety the Health13 Centerand the13 Psychological Counseling Center Undergraduate13 respondents were13 least aware13 of the13 Title13 IX Officer and the13 Title13 IX Coordinator Knowledge of otherresources was more13 varied For example Latino and white student respondents were more likely to13 know about the Office of Prevention Services13 thaninternational Asian-shy‐American13 and13 black student respondents

For graduate13 student respondents13 knowledge of campus13 resources was less than for13 undergraduate student13 respondents13 In general Asian-shy‐American13 graduatestudent respondents13 had the lowest level of familiarity with campus13 resources while Latino graduate student respondents had the highest levels of familiarity

Table13 13 Undergraduate13 Knowledge13 of Campus Resources

Undergraduates

International Latino

Asian-

American Black White

Other

Minority

Mean Mean Mean Mean Mean Mean

-Office of Prevention Services (Sheila McMahon and Rani Neutill) 245 288 242 238 282 264

-Psychological Counseling Center (PCC) 331 372 318 321 366 324

-Rape Crisis Center (official opening March 2 2015) 312 343 311 290 329 336

-Interfaith Chaplaincy 265 320 271 260 291 312

-Health Center 346 374 359 331 358 380

-Dean of Students Office (Jamele Adams) 248 282 248 318 268 265

-Department of Student Rights and Community Standards (formerly

Dean Gendron now Kerry Guerard amp Tiffany Chan) 229 243 212 168 226 238

-Brandeis Public Safety 327 357 327 325 332 312

-Title IX Officer (Linda Shinomoto in Human Resources) 172 206 184 155 203 235

-Title IX Coordinator (Rebecca Tillar who started at Brandeis on Feb 9

2015) 172 197 179 157 199 235

5-shy‐point scale with 5=very aware and 1=not at all aware

16

Table13 14 Graduate13 Student Knowledge13 of Campus Resources

Graduate Students

International Latino

Asian-

American Black White

Other

Minority

Mean Mean Mean Mean Mean Mean

-Office of Prevention Services (Sheila McMahon and Rani Neutill) 182 214 144 167 190 155

-Psychological Counseling Center (PCC) 242 350 213 283 270 245

-Rape Crisis Center (official opening March 2 2015) 225 236 156 217 223 227

-Interfaith Chaplaincy 242 314 275 283 272 300

-Health Center 371 393 313 367 335 300

-Dean of Students Office (Jamele Adams) 187 200 150 250 189 173

-Department of Student Rights and Community Standards (formerly

Dean Gendron now Kerry Guerard amp Tiffany Chan) 165 186 113 183 154 155

-Brandeis Public Safety 329 329 237 300 299 245

-Title IX Officer (Linda Shinomoto in Human Resources) 167 200 138 133 181 173

-Title IX Coordinator (Rebecca Tillar who started at Brandeis on Feb 9

2015) 163 171 131 133 168 145

5-shy‐point scale with 5=very aware and 1=not at all aware

17

13 13 13 13 13 13

Beliefs About University Response to Crisis

The Campus Climate Survey asked about student respondentsrsquo trust in the administration These questions were not limited to cases of sexual misconduct andassault so they were13 not reported on in the13 initial13 report13 The questions are included here as they have important implications as the university devises ways to13 educate the campus community about13 resources when sexual misconduct andor sexual assault occurs

At the undergraduate level international student respondents were most likely to13 agree that if13 a crisis happened at13 Brandeis the university would handle it13 well Similarly international students were more likely to indicate that the university responds rapidly in difficult situations and handles incidents in13 a fair and13 responsible manner and that the13 university does enough to protect the13 safety of students Black and other minority student respondents were the least likely toagree13 with these13 statements At the graduate student level international student respondents were more likely to13 indicate13 that the13 university would respondwell in a crisis situation while Latino and other minority respondents were least likely to indicate that the university would respond well

Table13 15 Undergraduate13 Beliefs About University Response

Undergraduates International Latino Asian-

American Black White Other

Minority If a crisis happened at Brandeis the university would handle it well 321 278 287 250 286 262 The university responds rapidly in difficult situations 314 292 305 270 293 265 University officials handle incidents in a fair and responsible manner 302 275 278 252 279 242 Brandeis does enough to protect the safety of our students 333 283 298 264 300 265 5-shy‐point scale with 5=strongly agree and 1=strongly disagree

Table13 16 Graduate13 Students Beliefs About University Response

Graduate Students International Latino Asian-

American Black White Other

Minority If a crisis happened at Brandeis the university would handle it well 369 300 331 350 329 300 The university responds rapidly in difficult situations 367 307 331 350 311 318 University officials handle incidents in a fair and responsible manner 356 314 331 350 305 309 Brandeis does enough to protect the safety of our students 386 307 306 350 340 318

5-shy‐point scale with 5=strongly agree and 1=strongly disagree

18

Appendix A Information About Statistical Significance

Statistically significant results are13 results that have13 small probability (usually 1 5 or 10) of having happened merely by chance There are issues thatcomplicate testing for significance that can lead researchers13 and consumers13 of the statistics13 to the wrong conclusion if13 certain circumstances exist Statisticalsignificance is13 not presented in the Campus13 Climate Survey of Sexual Misconduct for the following reasons

Likert Scale The use of statistical significance is disputed when Likert-shy‐type question is used Likert responses such as ldquostrongly agreerdquo and ldquosomewhatdisagreerdquo are ordinal variables that are not numerical Thus assigning values to13 qualitative responses is a topic of debate

Equal variances There is disagreement over equal variances13 between Likert responses For example is13 the difference between ldquostrongly agreerdquo and ldquoagreerdquo13 thesame as13 ldquoagreerdquo13 and ldquoneither agree13 nor disagreerdquo13 Or is the13 difference13 between ldquostrongly agreerdquo13 and ldquoagreerdquo13 the same as ldquoagreerdquo13 and ldquosomewhat agreerdquoQuantifying verbal statements leads to uncertainty when computing averages let13 alone testing for13 significance

Unequal sample sizes To compare two groups an assumption when testing statistical significance is that the groups are roughly equal sizes In Brandeisrsquo ClimateSurvey it is clear for example that there13 are13 very different sample13 sizes of white13 respondents and black or African American respondents In the13 surveyadministration phase one13 way to overcome13 this problem is to conduct random sample However due to13 the content and13 purpose of the survey not includingsome participants13 could make them feel silenced compounding a problem the survey tries13 to address

Normal distributionWith unequal sample sizes it is possible to conduct a 2-shy‐sample t-shy‐test13 if13 the responses are normally distributed However the majority of13 responses to the climate survey were not13 normally distributed

Misleading presentationfalse negativesWith the above-shy‐mentioned points in mind any remaining method such as proportion13 testing would13 be extensivelyconservative which would result in the test not flagging potential differences13 when they13 do exist Especially13 with smaller populations (which13 may be the most atrisk) the probability of13 a false negative is higher This could result in readers of the survey report dismissing differences that should indeed be looked at further

19

Table13 5 Graduate Students Attitudes at Brandeis

Graduate Students International Latino Asian-American

Black White Other Minority

It is not necessary to ask for consent to sexual activity if you are in a relationship with your sexual partner

194 121 125 150 155 191

I believe it is important to get consent before any sexual activity 456 471 463 450 451 427

When someone is raped or sexually assaulted it is usually because the person was unclear in the way that they said no

183 114 163 183 129 136

Sexual assault and rape happen because men get carried away in sexual situations once theyve started

245 150 213 150 198 182

Rape and sexual assault happen because people put themselves in bad situations 221 114 206 150 174 182

I feel confident in my ability to judge if someone is too intoxicated to give consent to sexual activity

404 436 388 367 407 391

9

Sexual Misconduct and Sexual Assault mdash Labeled Experiences

The survey asked about different experiences of harassment as well as instances of sexual assault that students have faced while at Brandeis13 The survey usedtwo sets of13 questions to understand the prevalence of13 sexual misconduct The first13 set13 of13 questions13 about unwanted13 sexual experiences used13 commondefinitions such13 as ldquosexual assaultrdquo and13 ldquoraperdquo13 where respondents apply13 their own interpretations to these experiences These are referred to as ldquolabeledrdquo13 unwanted13 sexual experiences

At the undergraduate level Latino13 and13 other minority student respondents13 indicated higher levels13 than white international and13 Asian-shy‐American13 studentrespondents of13 having experienced sexual misconduct The sexual misconduct includes being stalked or followed or having received repeated unwantedmessages texts or emails from someone13 that made13 the13 recipient uncomfortable being given13 dirty looks intimidated or verbally13 harassed because of onersquos(actual or13 assumed)13 gender13 identity or13 sexual orientation13 or being sexually harassed13 Black student respondents experienced the highest levels of having beengiven dirty13 looks intimidated verbally13 harassed or otherwise harassed because of onersquos (actual or assumed) racial or ethnic background Black Latino13 and13 otherminority respondents13 report the highest13 levels of13 being sexually assaulted including inappropriate sexual13 touching fondling grabbing or groping Although13 cellsize limited the information that could be reported on for experiences13 of rape Latino and Asian-shy‐American undergraduate respondents reported13 being raped13 at arate that13 is approximately twice as much as their white peer respondents

Graduate student data are not reported because the cell sizes were too small

Table13 6 Undergraduate13 Experiences of Sexual Misconduct and Assault mdash Labeled Experiences

Undergraduates International Latino Asian-American Black White Other

Minority

-Been stalked or followed or received repeated unwanted messages texts emails etc from someone that made the recipient uncomfortable 92 200 107 102 231

-Been given dirty looks intimidated verbally harassed or otherwise harassed because of ones (actual or assumed) gender identity or sexual orientation 185 45 114 66

-Been given dirty looks intimidated verbally harassed or otherwise harassed because of ones (actual or assumed) racial or ethnic background 169 297 246 500 28 346

-Been in a relationship that was controlling or abusive (physically sexually psychologically emotionally or financially) 92 108 73 66 231

-Been sexually harassed including through inappropriate sexual comments or receipt of unwanted sexual images via social media or text or in email- 78 200 101 114 108 231

-Been sexually assaulted including inappropriate sexual touching fondling grabbing or groping 185 234 169 227 154 269

-Been raped (nonconsensual penetration of ones mouth vagina or anus by a finger penis or object) 77 56 37

Each labeled experience was asked as a separate question Therefore respondents could indicate experiencing more than one of these negative behaviors from a single act13 Because of13 this the values of13 different13 cellscannot be added to determine an overall rate for harassment andor sexual misconduct Cells13 with a label of indicate fewer13 than five respondents13 This information was withheld to respect13 individualsrsquo privacy

10

Experiences of Unwanted13 Sexual Behaviors

For this set of questions respondents were13 asked about specific types of unwanted sexual behaviors that they may have13 experienced Rather than labeling theseexperiences as harassment or rape these13 questions defined different types of sexual encounters participant could have13 experienced Research (Fisher CullenFrancis amp Turner 2000 Fisher amp Cullen 2000) has found that in these types of surveys respondents are more likely to indicate that13 they have experienced aspecific13 unwanted sexual behavior than to indicate that they have experienced labeled behavior such as ldquosexual assaultrdquo

Because of small cell size undergraduate data that can13 be reported13 are13 limited13 However data are available for international Latino Asian-shy‐American black and13 white student respondents for the statement ldquoSomeone tried13 to13 put their finger penis object inside my vagina or anus even13 though13 I didnrsquot want them to13 dosordquo For this statement Latino and black student respondents experienced13 these behaviors more than13 international Asian-shy‐American13 and13 white respondents

Graduate student data are not reported13 because the cell sizes were too13 small

Table13 7 Undergraduate13 Experiences of Unwanted13 Sexual Behaviors

Undergraduates International Latino Asian-

American Black White Other

Minority Someone TRIED to perform oral sex on me or make me give them oral sex even though I didnt want to do so 125 73 72

Someone performed oral sex on me even though I didnt want them to do so 62 21 Someone made me give them oral sex or performed oral sex on me even though I didnt want them to do so 68 44

Someone TRIED to put their finger penis object inside my vagina or anus even though I didnt want them to do so 94 159 96 186 101

Someone put their penis or finger or object into my vagina or anus even though I didnt want them to do so 95 73 56

Each unwanted behavior was asked as a separate question Therefore respondents could indicate experiencing more than one of these negative behaviors from a single act13 Because of13 this the values of13 different13 cellscannot be added to determine an overall rate13 for harassment andor sexual misconduct Cells with label of indicate13 fewer than five13 respondents This information was withheld to respect individualsrsquo privacy

11

Reporting and Perceptions of Response

Patterns of reporting either informally or formally were examined for undergraduate respondents13 Latino undergraduate respondents were the most likely13 to tellsomeone about experiences13 of sexual misconduct followed by white undergraduate respondents International Asian-shy‐American13 and13 black undergraduaterespondents were the least likely to tell13 someone

Due to13 small cell sizes information from graduate students cannot be presented in order to protect confidentiality

Table13 8 Reporting13 Unwanted13 Sexual Activity

Undergraduates International LatinoAsian-shy‐

American Black WhiteOther

MinorityExperienced sexual misconduct 21 24 55 17 255 10Told someone 12 20 32 10 189 7Told someone 571 833 582 588 741 700Formally reported 10 Formally reported 39

12

Sense of Community

Respondents were asked13 about their sense of community in13 four domains connection13 with13 the community the ability to13 influence feelings of belonging13 andfulfillment13 of needs Research13 has found13 that a sense of community is a correlate of studentsrsquo willingness to13 intervene as bystanders in13 instances of13 sexualharassment and13 assault

Undergraduate respondents indicated a greater sense of community than graduate student respondents At13 the undergraduate level white student13 respondentshad13 the greatest sense of community13 while international and black undergraduate respondents had the least sense of community13 At the graduate level whiteand international student respondents indicated the13 greatest sense13 of community13 Amongst graduate student respondents Asian-shy‐Americans blacks and13 otherminority student respondents had13 the least feeling of community

Table13 9 Undergraduate13 Sense13 of Community

Undergraduates

International Latino Asian-

American Black White Other

Minority I can get what I need in this campus community 347 360 359 348 389 340 This campus community helps me fulfill my needs 338 355 352 330 383 328 I feel like a member of this campus community 358 361 366 316 397 338 I belong in this campus community 363 372 361 334 390 323 I have an influence on other people in my campus community 341 369 350 361 382 369 People in this campus community are good at influencing each other 352 374 374 359 379 385 I feel connected to this campus community 321 342 349 309 375 312 I have a good bond with others in this campus community 365 389 377 373 409 373

5-shy‐point scale with 5=strongly agree and 1=strongly disagree

13

Table13 10 Graduate13 Student Sense13 of Community

Graduate Students

International Latino Asian-

American Black White Other

Minority I can get what I need in this campus community 369 371 319 317 367 345 This campus community helps me fulfill my needs 364 357 325 300 352 309 I feel like a member of this campus community 351 371 306 300 328 309 I belong in this campus community 363 357 300 300 338 309 I have an influence on other people in my campus community 318 343 288 283 329 282 People in this campus community are good at influencing each other 336 350 344 300 344 327 I feel connected to this campus community 338 336 313 283 311 327 I have a good bond with others in this campus community 365 393 363 333 357 336

5-shy‐point scale with 5=strongly agree and 1=strongly disagree

14

Knowledge13 of Campus Resources

Participants were13 asked questions to assess their awareness of campus resources that can be accessed when instances13 of sexual misconduct occur At theundergraduate level international white and13 other minority student respondents were most likely to know where to go to get help on campus if a sexual assaultoccurred while black student respondents were least13 likely to know where to access help Black and Latino student13 respondents were least13 likely to indicate13 thatthey understood what13 happens when a student13 reports a claim of13 sexual assault as well as where13 to go to make13 report of sexual assault

Amongst graduate students Asian-shy‐American13 student respondents were most likely to13 know where to13 access help13 if a sexual assault occurred13 while blackstudent respondents13 were least likely to know this information Other minority student respondents were the most likely to13 understand13 where to13 make a reportof sexual assault and13 to13 understand13 what happens when13 a claim of sexual assault occurs Black student respondents were least likely to have this knowledge13

Table13 11 Undergraduate13 Knowledge13 of Resources and Procedures for Sexual Assault

Undergraduates

International Latino

Asian-

American Black White

Other

Minority If a friend or were sexually assaulted know where to go to get help oncampus 374 365 362 340 385 380

understand what happens when a student reports a claim of sexual assaultat Brandeis 288 268 282 252 271 304

If a friend or were sexually assaulted know where to go to make a reportof sexual assault 326 309 312 282 315 336

5-shy‐point scale with 5=strongly agree and 1=strongly disagree

Table13 12 Graduate13 Student Knowledge13 of Resources and Procedures for Sexual Assault

Graduate Students

International Latino

Asian-

American Black White

Other

Minority If a friend or were sexually assaulted I know where13 to go to get help oncampus 319 314 337 240 314 291

understand what happens when a student reports a claim of sexual13 assaultat Brandeis 275 264 244 220 242 191

If a friend or were sexually assaulted know where to go to make a reportof sexual assault 310 314 281 220 280 255

5-shy‐point scale with 5=strongly agree and 1=strongly disagree

15

Respondents were asked13 about their knowledge of specific campus resources including the Office of Prevention Services the Dean of Students Office and theTitle IX13 Officer Regardless of race13 ethnicity or international status undergraduate respondents were most aware of Brandeis Public Safety the Health13 Centerand the13 Psychological Counseling Center Undergraduate13 respondents were13 least aware13 of the13 Title13 IX Officer and the13 Title13 IX Coordinator Knowledge of otherresources was more13 varied For example Latino and white student respondents were more likely to13 know about the Office of Prevention Services13 thaninternational Asian-shy‐American13 and13 black student respondents

For graduate13 student respondents13 knowledge of campus13 resources was less than for13 undergraduate student13 respondents13 In general Asian-shy‐American13 graduatestudent respondents13 had the lowest level of familiarity with campus13 resources while Latino graduate student respondents had the highest levels of familiarity

Table13 13 Undergraduate13 Knowledge13 of Campus Resources

Undergraduates

International Latino

Asian-

American Black White

Other

Minority

Mean Mean Mean Mean Mean Mean

-Office of Prevention Services (Sheila McMahon and Rani Neutill) 245 288 242 238 282 264

-Psychological Counseling Center (PCC) 331 372 318 321 366 324

-Rape Crisis Center (official opening March 2 2015) 312 343 311 290 329 336

-Interfaith Chaplaincy 265 320 271 260 291 312

-Health Center 346 374 359 331 358 380

-Dean of Students Office (Jamele Adams) 248 282 248 318 268 265

-Department of Student Rights and Community Standards (formerly

Dean Gendron now Kerry Guerard amp Tiffany Chan) 229 243 212 168 226 238

-Brandeis Public Safety 327 357 327 325 332 312

-Title IX Officer (Linda Shinomoto in Human Resources) 172 206 184 155 203 235

-Title IX Coordinator (Rebecca Tillar who started at Brandeis on Feb 9

2015) 172 197 179 157 199 235

5-shy‐point scale with 5=very aware and 1=not at all aware

16

Table13 14 Graduate13 Student Knowledge13 of Campus Resources

Graduate Students

International Latino

Asian-

American Black White

Other

Minority

Mean Mean Mean Mean Mean Mean

-Office of Prevention Services (Sheila McMahon and Rani Neutill) 182 214 144 167 190 155

-Psychological Counseling Center (PCC) 242 350 213 283 270 245

-Rape Crisis Center (official opening March 2 2015) 225 236 156 217 223 227

-Interfaith Chaplaincy 242 314 275 283 272 300

-Health Center 371 393 313 367 335 300

-Dean of Students Office (Jamele Adams) 187 200 150 250 189 173

-Department of Student Rights and Community Standards (formerly

Dean Gendron now Kerry Guerard amp Tiffany Chan) 165 186 113 183 154 155

-Brandeis Public Safety 329 329 237 300 299 245

-Title IX Officer (Linda Shinomoto in Human Resources) 167 200 138 133 181 173

-Title IX Coordinator (Rebecca Tillar who started at Brandeis on Feb 9

2015) 163 171 131 133 168 145

5-shy‐point scale with 5=very aware and 1=not at all aware

17

13 13 13 13 13 13

Beliefs About University Response to Crisis

The Campus Climate Survey asked about student respondentsrsquo trust in the administration These questions were not limited to cases of sexual misconduct andassault so they were13 not reported on in the13 initial13 report13 The questions are included here as they have important implications as the university devises ways to13 educate the campus community about13 resources when sexual misconduct andor sexual assault occurs

At the undergraduate level international student respondents were most likely to13 agree that if13 a crisis happened at13 Brandeis the university would handle it13 well Similarly international students were more likely to indicate that the university responds rapidly in difficult situations and handles incidents in13 a fair and13 responsible manner and that the13 university does enough to protect the13 safety of students Black and other minority student respondents were the least likely toagree13 with these13 statements At the graduate student level international student respondents were more likely to13 indicate13 that the13 university would respondwell in a crisis situation while Latino and other minority respondents were least likely to indicate that the university would respond well

Table13 15 Undergraduate13 Beliefs About University Response

Undergraduates International Latino Asian-

American Black White Other

Minority If a crisis happened at Brandeis the university would handle it well 321 278 287 250 286 262 The university responds rapidly in difficult situations 314 292 305 270 293 265 University officials handle incidents in a fair and responsible manner 302 275 278 252 279 242 Brandeis does enough to protect the safety of our students 333 283 298 264 300 265 5-shy‐point scale with 5=strongly agree and 1=strongly disagree

Table13 16 Graduate13 Students Beliefs About University Response

Graduate Students International Latino Asian-

American Black White Other

Minority If a crisis happened at Brandeis the university would handle it well 369 300 331 350 329 300 The university responds rapidly in difficult situations 367 307 331 350 311 318 University officials handle incidents in a fair and responsible manner 356 314 331 350 305 309 Brandeis does enough to protect the safety of our students 386 307 306 350 340 318

5-shy‐point scale with 5=strongly agree and 1=strongly disagree

18

Appendix A Information About Statistical Significance

Statistically significant results are13 results that have13 small probability (usually 1 5 or 10) of having happened merely by chance There are issues thatcomplicate testing for significance that can lead researchers13 and consumers13 of the statistics13 to the wrong conclusion if13 certain circumstances exist Statisticalsignificance is13 not presented in the Campus13 Climate Survey of Sexual Misconduct for the following reasons

Likert Scale The use of statistical significance is disputed when Likert-shy‐type question is used Likert responses such as ldquostrongly agreerdquo and ldquosomewhatdisagreerdquo are ordinal variables that are not numerical Thus assigning values to13 qualitative responses is a topic of debate

Equal variances There is disagreement over equal variances13 between Likert responses For example is13 the difference between ldquostrongly agreerdquo and ldquoagreerdquo13 thesame as13 ldquoagreerdquo13 and ldquoneither agree13 nor disagreerdquo13 Or is the13 difference13 between ldquostrongly agreerdquo13 and ldquoagreerdquo13 the same as ldquoagreerdquo13 and ldquosomewhat agreerdquoQuantifying verbal statements leads to uncertainty when computing averages let13 alone testing for13 significance

Unequal sample sizes To compare two groups an assumption when testing statistical significance is that the groups are roughly equal sizes In Brandeisrsquo ClimateSurvey it is clear for example that there13 are13 very different sample13 sizes of white13 respondents and black or African American respondents In the13 surveyadministration phase one13 way to overcome13 this problem is to conduct random sample However due to13 the content and13 purpose of the survey not includingsome participants13 could make them feel silenced compounding a problem the survey tries13 to address

Normal distributionWith unequal sample sizes it is possible to conduct a 2-shy‐sample t-shy‐test13 if13 the responses are normally distributed However the majority of13 responses to the climate survey were not13 normally distributed

Misleading presentationfalse negativesWith the above-shy‐mentioned points in mind any remaining method such as proportion13 testing would13 be extensivelyconservative which would result in the test not flagging potential differences13 when they13 do exist Especially13 with smaller populations (which13 may be the most atrisk) the probability of13 a false negative is higher This could result in readers of the survey report dismissing differences that should indeed be looked at further

19

Sexual Misconduct and Sexual Assault mdash Labeled Experiences

The survey asked about different experiences of harassment as well as instances of sexual assault that students have faced while at Brandeis13 The survey usedtwo sets of13 questions to understand the prevalence of13 sexual misconduct The first13 set13 of13 questions13 about unwanted13 sexual experiences used13 commondefinitions such13 as ldquosexual assaultrdquo and13 ldquoraperdquo13 where respondents apply13 their own interpretations to these experiences These are referred to as ldquolabeledrdquo13 unwanted13 sexual experiences

At the undergraduate level Latino13 and13 other minority student respondents13 indicated higher levels13 than white international and13 Asian-shy‐American13 studentrespondents of13 having experienced sexual misconduct The sexual misconduct includes being stalked or followed or having received repeated unwantedmessages texts or emails from someone13 that made13 the13 recipient uncomfortable being given13 dirty looks intimidated or verbally13 harassed because of onersquos(actual or13 assumed)13 gender13 identity or13 sexual orientation13 or being sexually harassed13 Black student respondents experienced the highest levels of having beengiven dirty13 looks intimidated verbally13 harassed or otherwise harassed because of onersquos (actual or assumed) racial or ethnic background Black Latino13 and13 otherminority respondents13 report the highest13 levels of13 being sexually assaulted including inappropriate sexual13 touching fondling grabbing or groping Although13 cellsize limited the information that could be reported on for experiences13 of rape Latino and Asian-shy‐American undergraduate respondents reported13 being raped13 at arate that13 is approximately twice as much as their white peer respondents

Graduate student data are not reported because the cell sizes were too small

Table13 6 Undergraduate13 Experiences of Sexual Misconduct and Assault mdash Labeled Experiences

Undergraduates International Latino Asian-American Black White Other

Minority

-Been stalked or followed or received repeated unwanted messages texts emails etc from someone that made the recipient uncomfortable 92 200 107 102 231

-Been given dirty looks intimidated verbally harassed or otherwise harassed because of ones (actual or assumed) gender identity or sexual orientation 185 45 114 66

-Been given dirty looks intimidated verbally harassed or otherwise harassed because of ones (actual or assumed) racial or ethnic background 169 297 246 500 28 346

-Been in a relationship that was controlling or abusive (physically sexually psychologically emotionally or financially) 92 108 73 66 231

-Been sexually harassed including through inappropriate sexual comments or receipt of unwanted sexual images via social media or text or in email- 78 200 101 114 108 231

-Been sexually assaulted including inappropriate sexual touching fondling grabbing or groping 185 234 169 227 154 269

-Been raped (nonconsensual penetration of ones mouth vagina or anus by a finger penis or object) 77 56 37

Each labeled experience was asked as a separate question Therefore respondents could indicate experiencing more than one of these negative behaviors from a single act13 Because of13 this the values of13 different13 cellscannot be added to determine an overall rate for harassment andor sexual misconduct Cells13 with a label of indicate fewer13 than five respondents13 This information was withheld to respect13 individualsrsquo privacy

10

Experiences of Unwanted13 Sexual Behaviors

For this set of questions respondents were13 asked about specific types of unwanted sexual behaviors that they may have13 experienced Rather than labeling theseexperiences as harassment or rape these13 questions defined different types of sexual encounters participant could have13 experienced Research (Fisher CullenFrancis amp Turner 2000 Fisher amp Cullen 2000) has found that in these types of surveys respondents are more likely to indicate that13 they have experienced aspecific13 unwanted sexual behavior than to indicate that they have experienced labeled behavior such as ldquosexual assaultrdquo

Because of small cell size undergraduate data that can13 be reported13 are13 limited13 However data are available for international Latino Asian-shy‐American black and13 white student respondents for the statement ldquoSomeone tried13 to13 put their finger penis object inside my vagina or anus even13 though13 I didnrsquot want them to13 dosordquo For this statement Latino and black student respondents experienced13 these behaviors more than13 international Asian-shy‐American13 and13 white respondents

Graduate student data are not reported13 because the cell sizes were too13 small

Table13 7 Undergraduate13 Experiences of Unwanted13 Sexual Behaviors

Undergraduates International Latino Asian-

American Black White Other

Minority Someone TRIED to perform oral sex on me or make me give them oral sex even though I didnt want to do so 125 73 72

Someone performed oral sex on me even though I didnt want them to do so 62 21 Someone made me give them oral sex or performed oral sex on me even though I didnt want them to do so 68 44

Someone TRIED to put their finger penis object inside my vagina or anus even though I didnt want them to do so 94 159 96 186 101

Someone put their penis or finger or object into my vagina or anus even though I didnt want them to do so 95 73 56

Each unwanted behavior was asked as a separate question Therefore respondents could indicate experiencing more than one of these negative behaviors from a single act13 Because of13 this the values of13 different13 cellscannot be added to determine an overall rate13 for harassment andor sexual misconduct Cells with label of indicate13 fewer than five13 respondents This information was withheld to respect individualsrsquo privacy

11

Reporting and Perceptions of Response

Patterns of reporting either informally or formally were examined for undergraduate respondents13 Latino undergraduate respondents were the most likely13 to tellsomeone about experiences13 of sexual misconduct followed by white undergraduate respondents International Asian-shy‐American13 and13 black undergraduaterespondents were the least likely to tell13 someone

Due to13 small cell sizes information from graduate students cannot be presented in order to protect confidentiality

Table13 8 Reporting13 Unwanted13 Sexual Activity

Undergraduates International LatinoAsian-shy‐

American Black WhiteOther

MinorityExperienced sexual misconduct 21 24 55 17 255 10Told someone 12 20 32 10 189 7Told someone 571 833 582 588 741 700Formally reported 10 Formally reported 39

12

Sense of Community

Respondents were asked13 about their sense of community in13 four domains connection13 with13 the community the ability to13 influence feelings of belonging13 andfulfillment13 of needs Research13 has found13 that a sense of community is a correlate of studentsrsquo willingness to13 intervene as bystanders in13 instances of13 sexualharassment and13 assault

Undergraduate respondents indicated a greater sense of community than graduate student respondents At13 the undergraduate level white student13 respondentshad13 the greatest sense of community13 while international and black undergraduate respondents had the least sense of community13 At the graduate level whiteand international student respondents indicated the13 greatest sense13 of community13 Amongst graduate student respondents Asian-shy‐Americans blacks and13 otherminority student respondents had13 the least feeling of community

Table13 9 Undergraduate13 Sense13 of Community

Undergraduates

International Latino Asian-

American Black White Other

Minority I can get what I need in this campus community 347 360 359 348 389 340 This campus community helps me fulfill my needs 338 355 352 330 383 328 I feel like a member of this campus community 358 361 366 316 397 338 I belong in this campus community 363 372 361 334 390 323 I have an influence on other people in my campus community 341 369 350 361 382 369 People in this campus community are good at influencing each other 352 374 374 359 379 385 I feel connected to this campus community 321 342 349 309 375 312 I have a good bond with others in this campus community 365 389 377 373 409 373

5-shy‐point scale with 5=strongly agree and 1=strongly disagree

13

Table13 10 Graduate13 Student Sense13 of Community

Graduate Students

International Latino Asian-

American Black White Other

Minority I can get what I need in this campus community 369 371 319 317 367 345 This campus community helps me fulfill my needs 364 357 325 300 352 309 I feel like a member of this campus community 351 371 306 300 328 309 I belong in this campus community 363 357 300 300 338 309 I have an influence on other people in my campus community 318 343 288 283 329 282 People in this campus community are good at influencing each other 336 350 344 300 344 327 I feel connected to this campus community 338 336 313 283 311 327 I have a good bond with others in this campus community 365 393 363 333 357 336

5-shy‐point scale with 5=strongly agree and 1=strongly disagree

14

Knowledge13 of Campus Resources

Participants were13 asked questions to assess their awareness of campus resources that can be accessed when instances13 of sexual misconduct occur At theundergraduate level international white and13 other minority student respondents were most likely to know where to go to get help on campus if a sexual assaultoccurred while black student respondents were least13 likely to know where to access help Black and Latino student13 respondents were least13 likely to indicate13 thatthey understood what13 happens when a student13 reports a claim of13 sexual assault as well as where13 to go to make13 report of sexual assault

Amongst graduate students Asian-shy‐American13 student respondents were most likely to13 know where to13 access help13 if a sexual assault occurred13 while blackstudent respondents13 were least likely to know this information Other minority student respondents were the most likely to13 understand13 where to13 make a reportof sexual assault and13 to13 understand13 what happens when13 a claim of sexual assault occurs Black student respondents were least likely to have this knowledge13

Table13 11 Undergraduate13 Knowledge13 of Resources and Procedures for Sexual Assault

Undergraduates

International Latino

Asian-

American Black White

Other

Minority If a friend or were sexually assaulted know where to go to get help oncampus 374 365 362 340 385 380

understand what happens when a student reports a claim of sexual assaultat Brandeis 288 268 282 252 271 304

If a friend or were sexually assaulted know where to go to make a reportof sexual assault 326 309 312 282 315 336

5-shy‐point scale with 5=strongly agree and 1=strongly disagree

Table13 12 Graduate13 Student Knowledge13 of Resources and Procedures for Sexual Assault

Graduate Students

International Latino

Asian-

American Black White

Other

Minority If a friend or were sexually assaulted I know where13 to go to get help oncampus 319 314 337 240 314 291

understand what happens when a student reports a claim of sexual13 assaultat Brandeis 275 264 244 220 242 191

If a friend or were sexually assaulted know where to go to make a reportof sexual assault 310 314 281 220 280 255

5-shy‐point scale with 5=strongly agree and 1=strongly disagree

15

Respondents were asked13 about their knowledge of specific campus resources including the Office of Prevention Services the Dean of Students Office and theTitle IX13 Officer Regardless of race13 ethnicity or international status undergraduate respondents were most aware of Brandeis Public Safety the Health13 Centerand the13 Psychological Counseling Center Undergraduate13 respondents were13 least aware13 of the13 Title13 IX Officer and the13 Title13 IX Coordinator Knowledge of otherresources was more13 varied For example Latino and white student respondents were more likely to13 know about the Office of Prevention Services13 thaninternational Asian-shy‐American13 and13 black student respondents

For graduate13 student respondents13 knowledge of campus13 resources was less than for13 undergraduate student13 respondents13 In general Asian-shy‐American13 graduatestudent respondents13 had the lowest level of familiarity with campus13 resources while Latino graduate student respondents had the highest levels of familiarity

Table13 13 Undergraduate13 Knowledge13 of Campus Resources

Undergraduates

International Latino

Asian-

American Black White

Other

Minority

Mean Mean Mean Mean Mean Mean

-Office of Prevention Services (Sheila McMahon and Rani Neutill) 245 288 242 238 282 264

-Psychological Counseling Center (PCC) 331 372 318 321 366 324

-Rape Crisis Center (official opening March 2 2015) 312 343 311 290 329 336

-Interfaith Chaplaincy 265 320 271 260 291 312

-Health Center 346 374 359 331 358 380

-Dean of Students Office (Jamele Adams) 248 282 248 318 268 265

-Department of Student Rights and Community Standards (formerly

Dean Gendron now Kerry Guerard amp Tiffany Chan) 229 243 212 168 226 238

-Brandeis Public Safety 327 357 327 325 332 312

-Title IX Officer (Linda Shinomoto in Human Resources) 172 206 184 155 203 235

-Title IX Coordinator (Rebecca Tillar who started at Brandeis on Feb 9

2015) 172 197 179 157 199 235

5-shy‐point scale with 5=very aware and 1=not at all aware

16

Table13 14 Graduate13 Student Knowledge13 of Campus Resources

Graduate Students

International Latino

Asian-

American Black White

Other

Minority

Mean Mean Mean Mean Mean Mean

-Office of Prevention Services (Sheila McMahon and Rani Neutill) 182 214 144 167 190 155

-Psychological Counseling Center (PCC) 242 350 213 283 270 245

-Rape Crisis Center (official opening March 2 2015) 225 236 156 217 223 227

-Interfaith Chaplaincy 242 314 275 283 272 300

-Health Center 371 393 313 367 335 300

-Dean of Students Office (Jamele Adams) 187 200 150 250 189 173

-Department of Student Rights and Community Standards (formerly

Dean Gendron now Kerry Guerard amp Tiffany Chan) 165 186 113 183 154 155

-Brandeis Public Safety 329 329 237 300 299 245

-Title IX Officer (Linda Shinomoto in Human Resources) 167 200 138 133 181 173

-Title IX Coordinator (Rebecca Tillar who started at Brandeis on Feb 9

2015) 163 171 131 133 168 145

5-shy‐point scale with 5=very aware and 1=not at all aware

17

13 13 13 13 13 13

Beliefs About University Response to Crisis

The Campus Climate Survey asked about student respondentsrsquo trust in the administration These questions were not limited to cases of sexual misconduct andassault so they were13 not reported on in the13 initial13 report13 The questions are included here as they have important implications as the university devises ways to13 educate the campus community about13 resources when sexual misconduct andor sexual assault occurs

At the undergraduate level international student respondents were most likely to13 agree that if13 a crisis happened at13 Brandeis the university would handle it13 well Similarly international students were more likely to indicate that the university responds rapidly in difficult situations and handles incidents in13 a fair and13 responsible manner and that the13 university does enough to protect the13 safety of students Black and other minority student respondents were the least likely toagree13 with these13 statements At the graduate student level international student respondents were more likely to13 indicate13 that the13 university would respondwell in a crisis situation while Latino and other minority respondents were least likely to indicate that the university would respond well

Table13 15 Undergraduate13 Beliefs About University Response

Undergraduates International Latino Asian-

American Black White Other

Minority If a crisis happened at Brandeis the university would handle it well 321 278 287 250 286 262 The university responds rapidly in difficult situations 314 292 305 270 293 265 University officials handle incidents in a fair and responsible manner 302 275 278 252 279 242 Brandeis does enough to protect the safety of our students 333 283 298 264 300 265 5-shy‐point scale with 5=strongly agree and 1=strongly disagree

Table13 16 Graduate13 Students Beliefs About University Response

Graduate Students International Latino Asian-

American Black White Other

Minority If a crisis happened at Brandeis the university would handle it well 369 300 331 350 329 300 The university responds rapidly in difficult situations 367 307 331 350 311 318 University officials handle incidents in a fair and responsible manner 356 314 331 350 305 309 Brandeis does enough to protect the safety of our students 386 307 306 350 340 318

5-shy‐point scale with 5=strongly agree and 1=strongly disagree

18

Appendix A Information About Statistical Significance

Statistically significant results are13 results that have13 small probability (usually 1 5 or 10) of having happened merely by chance There are issues thatcomplicate testing for significance that can lead researchers13 and consumers13 of the statistics13 to the wrong conclusion if13 certain circumstances exist Statisticalsignificance is13 not presented in the Campus13 Climate Survey of Sexual Misconduct for the following reasons

Likert Scale The use of statistical significance is disputed when Likert-shy‐type question is used Likert responses such as ldquostrongly agreerdquo and ldquosomewhatdisagreerdquo are ordinal variables that are not numerical Thus assigning values to13 qualitative responses is a topic of debate

Equal variances There is disagreement over equal variances13 between Likert responses For example is13 the difference between ldquostrongly agreerdquo and ldquoagreerdquo13 thesame as13 ldquoagreerdquo13 and ldquoneither agree13 nor disagreerdquo13 Or is the13 difference13 between ldquostrongly agreerdquo13 and ldquoagreerdquo13 the same as ldquoagreerdquo13 and ldquosomewhat agreerdquoQuantifying verbal statements leads to uncertainty when computing averages let13 alone testing for13 significance

Unequal sample sizes To compare two groups an assumption when testing statistical significance is that the groups are roughly equal sizes In Brandeisrsquo ClimateSurvey it is clear for example that there13 are13 very different sample13 sizes of white13 respondents and black or African American respondents In the13 surveyadministration phase one13 way to overcome13 this problem is to conduct random sample However due to13 the content and13 purpose of the survey not includingsome participants13 could make them feel silenced compounding a problem the survey tries13 to address

Normal distributionWith unequal sample sizes it is possible to conduct a 2-shy‐sample t-shy‐test13 if13 the responses are normally distributed However the majority of13 responses to the climate survey were not13 normally distributed

Misleading presentationfalse negativesWith the above-shy‐mentioned points in mind any remaining method such as proportion13 testing would13 be extensivelyconservative which would result in the test not flagging potential differences13 when they13 do exist Especially13 with smaller populations (which13 may be the most atrisk) the probability of13 a false negative is higher This could result in readers of the survey report dismissing differences that should indeed be looked at further

19

Experiences of Unwanted13 Sexual Behaviors

For this set of questions respondents were13 asked about specific types of unwanted sexual behaviors that they may have13 experienced Rather than labeling theseexperiences as harassment or rape these13 questions defined different types of sexual encounters participant could have13 experienced Research (Fisher CullenFrancis amp Turner 2000 Fisher amp Cullen 2000) has found that in these types of surveys respondents are more likely to indicate that13 they have experienced aspecific13 unwanted sexual behavior than to indicate that they have experienced labeled behavior such as ldquosexual assaultrdquo

Because of small cell size undergraduate data that can13 be reported13 are13 limited13 However data are available for international Latino Asian-shy‐American black and13 white student respondents for the statement ldquoSomeone tried13 to13 put their finger penis object inside my vagina or anus even13 though13 I didnrsquot want them to13 dosordquo For this statement Latino and black student respondents experienced13 these behaviors more than13 international Asian-shy‐American13 and13 white respondents

Graduate student data are not reported13 because the cell sizes were too13 small

Table13 7 Undergraduate13 Experiences of Unwanted13 Sexual Behaviors

Undergraduates International Latino Asian-

American Black White Other

Minority Someone TRIED to perform oral sex on me or make me give them oral sex even though I didnt want to do so 125 73 72

Someone performed oral sex on me even though I didnt want them to do so 62 21 Someone made me give them oral sex or performed oral sex on me even though I didnt want them to do so 68 44

Someone TRIED to put their finger penis object inside my vagina or anus even though I didnt want them to do so 94 159 96 186 101

Someone put their penis or finger or object into my vagina or anus even though I didnt want them to do so 95 73 56

Each unwanted behavior was asked as a separate question Therefore respondents could indicate experiencing more than one of these negative behaviors from a single act13 Because of13 this the values of13 different13 cellscannot be added to determine an overall rate13 for harassment andor sexual misconduct Cells with label of indicate13 fewer than five13 respondents This information was withheld to respect individualsrsquo privacy

11

Reporting and Perceptions of Response

Patterns of reporting either informally or formally were examined for undergraduate respondents13 Latino undergraduate respondents were the most likely13 to tellsomeone about experiences13 of sexual misconduct followed by white undergraduate respondents International Asian-shy‐American13 and13 black undergraduaterespondents were the least likely to tell13 someone

Due to13 small cell sizes information from graduate students cannot be presented in order to protect confidentiality

Table13 8 Reporting13 Unwanted13 Sexual Activity

Undergraduates International LatinoAsian-shy‐

American Black WhiteOther

MinorityExperienced sexual misconduct 21 24 55 17 255 10Told someone 12 20 32 10 189 7Told someone 571 833 582 588 741 700Formally reported 10 Formally reported 39

12

Sense of Community

Respondents were asked13 about their sense of community in13 four domains connection13 with13 the community the ability to13 influence feelings of belonging13 andfulfillment13 of needs Research13 has found13 that a sense of community is a correlate of studentsrsquo willingness to13 intervene as bystanders in13 instances of13 sexualharassment and13 assault

Undergraduate respondents indicated a greater sense of community than graduate student respondents At13 the undergraduate level white student13 respondentshad13 the greatest sense of community13 while international and black undergraduate respondents had the least sense of community13 At the graduate level whiteand international student respondents indicated the13 greatest sense13 of community13 Amongst graduate student respondents Asian-shy‐Americans blacks and13 otherminority student respondents had13 the least feeling of community

Table13 9 Undergraduate13 Sense13 of Community

Undergraduates

International Latino Asian-

American Black White Other

Minority I can get what I need in this campus community 347 360 359 348 389 340 This campus community helps me fulfill my needs 338 355 352 330 383 328 I feel like a member of this campus community 358 361 366 316 397 338 I belong in this campus community 363 372 361 334 390 323 I have an influence on other people in my campus community 341 369 350 361 382 369 People in this campus community are good at influencing each other 352 374 374 359 379 385 I feel connected to this campus community 321 342 349 309 375 312 I have a good bond with others in this campus community 365 389 377 373 409 373

5-shy‐point scale with 5=strongly agree and 1=strongly disagree

13

Table13 10 Graduate13 Student Sense13 of Community

Graduate Students

International Latino Asian-

American Black White Other

Minority I can get what I need in this campus community 369 371 319 317 367 345 This campus community helps me fulfill my needs 364 357 325 300 352 309 I feel like a member of this campus community 351 371 306 300 328 309 I belong in this campus community 363 357 300 300 338 309 I have an influence on other people in my campus community 318 343 288 283 329 282 People in this campus community are good at influencing each other 336 350 344 300 344 327 I feel connected to this campus community 338 336 313 283 311 327 I have a good bond with others in this campus community 365 393 363 333 357 336

5-shy‐point scale with 5=strongly agree and 1=strongly disagree

14

Knowledge13 of Campus Resources

Participants were13 asked questions to assess their awareness of campus resources that can be accessed when instances13 of sexual misconduct occur At theundergraduate level international white and13 other minority student respondents were most likely to know where to go to get help on campus if a sexual assaultoccurred while black student respondents were least13 likely to know where to access help Black and Latino student13 respondents were least13 likely to indicate13 thatthey understood what13 happens when a student13 reports a claim of13 sexual assault as well as where13 to go to make13 report of sexual assault

Amongst graduate students Asian-shy‐American13 student respondents were most likely to13 know where to13 access help13 if a sexual assault occurred13 while blackstudent respondents13 were least likely to know this information Other minority student respondents were the most likely to13 understand13 where to13 make a reportof sexual assault and13 to13 understand13 what happens when13 a claim of sexual assault occurs Black student respondents were least likely to have this knowledge13

Table13 11 Undergraduate13 Knowledge13 of Resources and Procedures for Sexual Assault

Undergraduates

International Latino

Asian-

American Black White

Other

Minority If a friend or were sexually assaulted know where to go to get help oncampus 374 365 362 340 385 380

understand what happens when a student reports a claim of sexual assaultat Brandeis 288 268 282 252 271 304

If a friend or were sexually assaulted know where to go to make a reportof sexual assault 326 309 312 282 315 336

5-shy‐point scale with 5=strongly agree and 1=strongly disagree

Table13 12 Graduate13 Student Knowledge13 of Resources and Procedures for Sexual Assault

Graduate Students

International Latino

Asian-

American Black White

Other

Minority If a friend or were sexually assaulted I know where13 to go to get help oncampus 319 314 337 240 314 291

understand what happens when a student reports a claim of sexual13 assaultat Brandeis 275 264 244 220 242 191

If a friend or were sexually assaulted know where to go to make a reportof sexual assault 310 314 281 220 280 255

5-shy‐point scale with 5=strongly agree and 1=strongly disagree

15

Respondents were asked13 about their knowledge of specific campus resources including the Office of Prevention Services the Dean of Students Office and theTitle IX13 Officer Regardless of race13 ethnicity or international status undergraduate respondents were most aware of Brandeis Public Safety the Health13 Centerand the13 Psychological Counseling Center Undergraduate13 respondents were13 least aware13 of the13 Title13 IX Officer and the13 Title13 IX Coordinator Knowledge of otherresources was more13 varied For example Latino and white student respondents were more likely to13 know about the Office of Prevention Services13 thaninternational Asian-shy‐American13 and13 black student respondents

For graduate13 student respondents13 knowledge of campus13 resources was less than for13 undergraduate student13 respondents13 In general Asian-shy‐American13 graduatestudent respondents13 had the lowest level of familiarity with campus13 resources while Latino graduate student respondents had the highest levels of familiarity

Table13 13 Undergraduate13 Knowledge13 of Campus Resources

Undergraduates

International Latino

Asian-

American Black White

Other

Minority

Mean Mean Mean Mean Mean Mean

-Office of Prevention Services (Sheila McMahon and Rani Neutill) 245 288 242 238 282 264

-Psychological Counseling Center (PCC) 331 372 318 321 366 324

-Rape Crisis Center (official opening March 2 2015) 312 343 311 290 329 336

-Interfaith Chaplaincy 265 320 271 260 291 312

-Health Center 346 374 359 331 358 380

-Dean of Students Office (Jamele Adams) 248 282 248 318 268 265

-Department of Student Rights and Community Standards (formerly

Dean Gendron now Kerry Guerard amp Tiffany Chan) 229 243 212 168 226 238

-Brandeis Public Safety 327 357 327 325 332 312

-Title IX Officer (Linda Shinomoto in Human Resources) 172 206 184 155 203 235

-Title IX Coordinator (Rebecca Tillar who started at Brandeis on Feb 9

2015) 172 197 179 157 199 235

5-shy‐point scale with 5=very aware and 1=not at all aware

16

Table13 14 Graduate13 Student Knowledge13 of Campus Resources

Graduate Students

International Latino

Asian-

American Black White

Other

Minority

Mean Mean Mean Mean Mean Mean

-Office of Prevention Services (Sheila McMahon and Rani Neutill) 182 214 144 167 190 155

-Psychological Counseling Center (PCC) 242 350 213 283 270 245

-Rape Crisis Center (official opening March 2 2015) 225 236 156 217 223 227

-Interfaith Chaplaincy 242 314 275 283 272 300

-Health Center 371 393 313 367 335 300

-Dean of Students Office (Jamele Adams) 187 200 150 250 189 173

-Department of Student Rights and Community Standards (formerly

Dean Gendron now Kerry Guerard amp Tiffany Chan) 165 186 113 183 154 155

-Brandeis Public Safety 329 329 237 300 299 245

-Title IX Officer (Linda Shinomoto in Human Resources) 167 200 138 133 181 173

-Title IX Coordinator (Rebecca Tillar who started at Brandeis on Feb 9

2015) 163 171 131 133 168 145

5-shy‐point scale with 5=very aware and 1=not at all aware

17

13 13 13 13 13 13

Beliefs About University Response to Crisis

The Campus Climate Survey asked about student respondentsrsquo trust in the administration These questions were not limited to cases of sexual misconduct andassault so they were13 not reported on in the13 initial13 report13 The questions are included here as they have important implications as the university devises ways to13 educate the campus community about13 resources when sexual misconduct andor sexual assault occurs

At the undergraduate level international student respondents were most likely to13 agree that if13 a crisis happened at13 Brandeis the university would handle it13 well Similarly international students were more likely to indicate that the university responds rapidly in difficult situations and handles incidents in13 a fair and13 responsible manner and that the13 university does enough to protect the13 safety of students Black and other minority student respondents were the least likely toagree13 with these13 statements At the graduate student level international student respondents were more likely to13 indicate13 that the13 university would respondwell in a crisis situation while Latino and other minority respondents were least likely to indicate that the university would respond well

Table13 15 Undergraduate13 Beliefs About University Response

Undergraduates International Latino Asian-

American Black White Other

Minority If a crisis happened at Brandeis the university would handle it well 321 278 287 250 286 262 The university responds rapidly in difficult situations 314 292 305 270 293 265 University officials handle incidents in a fair and responsible manner 302 275 278 252 279 242 Brandeis does enough to protect the safety of our students 333 283 298 264 300 265 5-shy‐point scale with 5=strongly agree and 1=strongly disagree

Table13 16 Graduate13 Students Beliefs About University Response

Graduate Students International Latino Asian-

American Black White Other

Minority If a crisis happened at Brandeis the university would handle it well 369 300 331 350 329 300 The university responds rapidly in difficult situations 367 307 331 350 311 318 University officials handle incidents in a fair and responsible manner 356 314 331 350 305 309 Brandeis does enough to protect the safety of our students 386 307 306 350 340 318

5-shy‐point scale with 5=strongly agree and 1=strongly disagree

18

Appendix A Information About Statistical Significance

Statistically significant results are13 results that have13 small probability (usually 1 5 or 10) of having happened merely by chance There are issues thatcomplicate testing for significance that can lead researchers13 and consumers13 of the statistics13 to the wrong conclusion if13 certain circumstances exist Statisticalsignificance is13 not presented in the Campus13 Climate Survey of Sexual Misconduct for the following reasons

Likert Scale The use of statistical significance is disputed when Likert-shy‐type question is used Likert responses such as ldquostrongly agreerdquo and ldquosomewhatdisagreerdquo are ordinal variables that are not numerical Thus assigning values to13 qualitative responses is a topic of debate

Equal variances There is disagreement over equal variances13 between Likert responses For example is13 the difference between ldquostrongly agreerdquo and ldquoagreerdquo13 thesame as13 ldquoagreerdquo13 and ldquoneither agree13 nor disagreerdquo13 Or is the13 difference13 between ldquostrongly agreerdquo13 and ldquoagreerdquo13 the same as ldquoagreerdquo13 and ldquosomewhat agreerdquoQuantifying verbal statements leads to uncertainty when computing averages let13 alone testing for13 significance

Unequal sample sizes To compare two groups an assumption when testing statistical significance is that the groups are roughly equal sizes In Brandeisrsquo ClimateSurvey it is clear for example that there13 are13 very different sample13 sizes of white13 respondents and black or African American respondents In the13 surveyadministration phase one13 way to overcome13 this problem is to conduct random sample However due to13 the content and13 purpose of the survey not includingsome participants13 could make them feel silenced compounding a problem the survey tries13 to address

Normal distributionWith unequal sample sizes it is possible to conduct a 2-shy‐sample t-shy‐test13 if13 the responses are normally distributed However the majority of13 responses to the climate survey were not13 normally distributed

Misleading presentationfalse negativesWith the above-shy‐mentioned points in mind any remaining method such as proportion13 testing would13 be extensivelyconservative which would result in the test not flagging potential differences13 when they13 do exist Especially13 with smaller populations (which13 may be the most atrisk) the probability of13 a false negative is higher This could result in readers of the survey report dismissing differences that should indeed be looked at further

19

Reporting and Perceptions of Response

Patterns of reporting either informally or formally were examined for undergraduate respondents13 Latino undergraduate respondents were the most likely13 to tellsomeone about experiences13 of sexual misconduct followed by white undergraduate respondents International Asian-shy‐American13 and13 black undergraduaterespondents were the least likely to tell13 someone

Due to13 small cell sizes information from graduate students cannot be presented in order to protect confidentiality

Table13 8 Reporting13 Unwanted13 Sexual Activity

Undergraduates International LatinoAsian-shy‐

American Black WhiteOther

MinorityExperienced sexual misconduct 21 24 55 17 255 10Told someone 12 20 32 10 189 7Told someone 571 833 582 588 741 700Formally reported 10 Formally reported 39

12

Sense of Community

Respondents were asked13 about their sense of community in13 four domains connection13 with13 the community the ability to13 influence feelings of belonging13 andfulfillment13 of needs Research13 has found13 that a sense of community is a correlate of studentsrsquo willingness to13 intervene as bystanders in13 instances of13 sexualharassment and13 assault

Undergraduate respondents indicated a greater sense of community than graduate student respondents At13 the undergraduate level white student13 respondentshad13 the greatest sense of community13 while international and black undergraduate respondents had the least sense of community13 At the graduate level whiteand international student respondents indicated the13 greatest sense13 of community13 Amongst graduate student respondents Asian-shy‐Americans blacks and13 otherminority student respondents had13 the least feeling of community

Table13 9 Undergraduate13 Sense13 of Community

Undergraduates

International Latino Asian-

American Black White Other

Minority I can get what I need in this campus community 347 360 359 348 389 340 This campus community helps me fulfill my needs 338 355 352 330 383 328 I feel like a member of this campus community 358 361 366 316 397 338 I belong in this campus community 363 372 361 334 390 323 I have an influence on other people in my campus community 341 369 350 361 382 369 People in this campus community are good at influencing each other 352 374 374 359 379 385 I feel connected to this campus community 321 342 349 309 375 312 I have a good bond with others in this campus community 365 389 377 373 409 373

5-shy‐point scale with 5=strongly agree and 1=strongly disagree

13

Table13 10 Graduate13 Student Sense13 of Community

Graduate Students

International Latino Asian-

American Black White Other

Minority I can get what I need in this campus community 369 371 319 317 367 345 This campus community helps me fulfill my needs 364 357 325 300 352 309 I feel like a member of this campus community 351 371 306 300 328 309 I belong in this campus community 363 357 300 300 338 309 I have an influence on other people in my campus community 318 343 288 283 329 282 People in this campus community are good at influencing each other 336 350 344 300 344 327 I feel connected to this campus community 338 336 313 283 311 327 I have a good bond with others in this campus community 365 393 363 333 357 336

5-shy‐point scale with 5=strongly agree and 1=strongly disagree

14

Knowledge13 of Campus Resources

Participants were13 asked questions to assess their awareness of campus resources that can be accessed when instances13 of sexual misconduct occur At theundergraduate level international white and13 other minority student respondents were most likely to know where to go to get help on campus if a sexual assaultoccurred while black student respondents were least13 likely to know where to access help Black and Latino student13 respondents were least13 likely to indicate13 thatthey understood what13 happens when a student13 reports a claim of13 sexual assault as well as where13 to go to make13 report of sexual assault

Amongst graduate students Asian-shy‐American13 student respondents were most likely to13 know where to13 access help13 if a sexual assault occurred13 while blackstudent respondents13 were least likely to know this information Other minority student respondents were the most likely to13 understand13 where to13 make a reportof sexual assault and13 to13 understand13 what happens when13 a claim of sexual assault occurs Black student respondents were least likely to have this knowledge13

Table13 11 Undergraduate13 Knowledge13 of Resources and Procedures for Sexual Assault

Undergraduates

International Latino

Asian-

American Black White

Other

Minority If a friend or were sexually assaulted know where to go to get help oncampus 374 365 362 340 385 380

understand what happens when a student reports a claim of sexual assaultat Brandeis 288 268 282 252 271 304

If a friend or were sexually assaulted know where to go to make a reportof sexual assault 326 309 312 282 315 336

5-shy‐point scale with 5=strongly agree and 1=strongly disagree

Table13 12 Graduate13 Student Knowledge13 of Resources and Procedures for Sexual Assault

Graduate Students

International Latino

Asian-

American Black White

Other

Minority If a friend or were sexually assaulted I know where13 to go to get help oncampus 319 314 337 240 314 291

understand what happens when a student reports a claim of sexual13 assaultat Brandeis 275 264 244 220 242 191

If a friend or were sexually assaulted know where to go to make a reportof sexual assault 310 314 281 220 280 255

5-shy‐point scale with 5=strongly agree and 1=strongly disagree

15

Respondents were asked13 about their knowledge of specific campus resources including the Office of Prevention Services the Dean of Students Office and theTitle IX13 Officer Regardless of race13 ethnicity or international status undergraduate respondents were most aware of Brandeis Public Safety the Health13 Centerand the13 Psychological Counseling Center Undergraduate13 respondents were13 least aware13 of the13 Title13 IX Officer and the13 Title13 IX Coordinator Knowledge of otherresources was more13 varied For example Latino and white student respondents were more likely to13 know about the Office of Prevention Services13 thaninternational Asian-shy‐American13 and13 black student respondents

For graduate13 student respondents13 knowledge of campus13 resources was less than for13 undergraduate student13 respondents13 In general Asian-shy‐American13 graduatestudent respondents13 had the lowest level of familiarity with campus13 resources while Latino graduate student respondents had the highest levels of familiarity

Table13 13 Undergraduate13 Knowledge13 of Campus Resources

Undergraduates

International Latino

Asian-

American Black White

Other

Minority

Mean Mean Mean Mean Mean Mean

-Office of Prevention Services (Sheila McMahon and Rani Neutill) 245 288 242 238 282 264

-Psychological Counseling Center (PCC) 331 372 318 321 366 324

-Rape Crisis Center (official opening March 2 2015) 312 343 311 290 329 336

-Interfaith Chaplaincy 265 320 271 260 291 312

-Health Center 346 374 359 331 358 380

-Dean of Students Office (Jamele Adams) 248 282 248 318 268 265

-Department of Student Rights and Community Standards (formerly

Dean Gendron now Kerry Guerard amp Tiffany Chan) 229 243 212 168 226 238

-Brandeis Public Safety 327 357 327 325 332 312

-Title IX Officer (Linda Shinomoto in Human Resources) 172 206 184 155 203 235

-Title IX Coordinator (Rebecca Tillar who started at Brandeis on Feb 9

2015) 172 197 179 157 199 235

5-shy‐point scale with 5=very aware and 1=not at all aware

16

Table13 14 Graduate13 Student Knowledge13 of Campus Resources

Graduate Students

International Latino

Asian-

American Black White

Other

Minority

Mean Mean Mean Mean Mean Mean

-Office of Prevention Services (Sheila McMahon and Rani Neutill) 182 214 144 167 190 155

-Psychological Counseling Center (PCC) 242 350 213 283 270 245

-Rape Crisis Center (official opening March 2 2015) 225 236 156 217 223 227

-Interfaith Chaplaincy 242 314 275 283 272 300

-Health Center 371 393 313 367 335 300

-Dean of Students Office (Jamele Adams) 187 200 150 250 189 173

-Department of Student Rights and Community Standards (formerly

Dean Gendron now Kerry Guerard amp Tiffany Chan) 165 186 113 183 154 155

-Brandeis Public Safety 329 329 237 300 299 245

-Title IX Officer (Linda Shinomoto in Human Resources) 167 200 138 133 181 173

-Title IX Coordinator (Rebecca Tillar who started at Brandeis on Feb 9

2015) 163 171 131 133 168 145

5-shy‐point scale with 5=very aware and 1=not at all aware

17

13 13 13 13 13 13

Beliefs About University Response to Crisis

The Campus Climate Survey asked about student respondentsrsquo trust in the administration These questions were not limited to cases of sexual misconduct andassault so they were13 not reported on in the13 initial13 report13 The questions are included here as they have important implications as the university devises ways to13 educate the campus community about13 resources when sexual misconduct andor sexual assault occurs

At the undergraduate level international student respondents were most likely to13 agree that if13 a crisis happened at13 Brandeis the university would handle it13 well Similarly international students were more likely to indicate that the university responds rapidly in difficult situations and handles incidents in13 a fair and13 responsible manner and that the13 university does enough to protect the13 safety of students Black and other minority student respondents were the least likely toagree13 with these13 statements At the graduate student level international student respondents were more likely to13 indicate13 that the13 university would respondwell in a crisis situation while Latino and other minority respondents were least likely to indicate that the university would respond well

Table13 15 Undergraduate13 Beliefs About University Response

Undergraduates International Latino Asian-

American Black White Other

Minority If a crisis happened at Brandeis the university would handle it well 321 278 287 250 286 262 The university responds rapidly in difficult situations 314 292 305 270 293 265 University officials handle incidents in a fair and responsible manner 302 275 278 252 279 242 Brandeis does enough to protect the safety of our students 333 283 298 264 300 265 5-shy‐point scale with 5=strongly agree and 1=strongly disagree

Table13 16 Graduate13 Students Beliefs About University Response

Graduate Students International Latino Asian-

American Black White Other

Minority If a crisis happened at Brandeis the university would handle it well 369 300 331 350 329 300 The university responds rapidly in difficult situations 367 307 331 350 311 318 University officials handle incidents in a fair and responsible manner 356 314 331 350 305 309 Brandeis does enough to protect the safety of our students 386 307 306 350 340 318

5-shy‐point scale with 5=strongly agree and 1=strongly disagree

18

Appendix A Information About Statistical Significance

Statistically significant results are13 results that have13 small probability (usually 1 5 or 10) of having happened merely by chance There are issues thatcomplicate testing for significance that can lead researchers13 and consumers13 of the statistics13 to the wrong conclusion if13 certain circumstances exist Statisticalsignificance is13 not presented in the Campus13 Climate Survey of Sexual Misconduct for the following reasons

Likert Scale The use of statistical significance is disputed when Likert-shy‐type question is used Likert responses such as ldquostrongly agreerdquo and ldquosomewhatdisagreerdquo are ordinal variables that are not numerical Thus assigning values to13 qualitative responses is a topic of debate

Equal variances There is disagreement over equal variances13 between Likert responses For example is13 the difference between ldquostrongly agreerdquo and ldquoagreerdquo13 thesame as13 ldquoagreerdquo13 and ldquoneither agree13 nor disagreerdquo13 Or is the13 difference13 between ldquostrongly agreerdquo13 and ldquoagreerdquo13 the same as ldquoagreerdquo13 and ldquosomewhat agreerdquoQuantifying verbal statements leads to uncertainty when computing averages let13 alone testing for13 significance

Unequal sample sizes To compare two groups an assumption when testing statistical significance is that the groups are roughly equal sizes In Brandeisrsquo ClimateSurvey it is clear for example that there13 are13 very different sample13 sizes of white13 respondents and black or African American respondents In the13 surveyadministration phase one13 way to overcome13 this problem is to conduct random sample However due to13 the content and13 purpose of the survey not includingsome participants13 could make them feel silenced compounding a problem the survey tries13 to address

Normal distributionWith unequal sample sizes it is possible to conduct a 2-shy‐sample t-shy‐test13 if13 the responses are normally distributed However the majority of13 responses to the climate survey were not13 normally distributed

Misleading presentationfalse negativesWith the above-shy‐mentioned points in mind any remaining method such as proportion13 testing would13 be extensivelyconservative which would result in the test not flagging potential differences13 when they13 do exist Especially13 with smaller populations (which13 may be the most atrisk) the probability of13 a false negative is higher This could result in readers of the survey report dismissing differences that should indeed be looked at further

19

Sense of Community

Respondents were asked13 about their sense of community in13 four domains connection13 with13 the community the ability to13 influence feelings of belonging13 andfulfillment13 of needs Research13 has found13 that a sense of community is a correlate of studentsrsquo willingness to13 intervene as bystanders in13 instances of13 sexualharassment and13 assault

Undergraduate respondents indicated a greater sense of community than graduate student respondents At13 the undergraduate level white student13 respondentshad13 the greatest sense of community13 while international and black undergraduate respondents had the least sense of community13 At the graduate level whiteand international student respondents indicated the13 greatest sense13 of community13 Amongst graduate student respondents Asian-shy‐Americans blacks and13 otherminority student respondents had13 the least feeling of community

Table13 9 Undergraduate13 Sense13 of Community

Undergraduates

International Latino Asian-

American Black White Other

Minority I can get what I need in this campus community 347 360 359 348 389 340 This campus community helps me fulfill my needs 338 355 352 330 383 328 I feel like a member of this campus community 358 361 366 316 397 338 I belong in this campus community 363 372 361 334 390 323 I have an influence on other people in my campus community 341 369 350 361 382 369 People in this campus community are good at influencing each other 352 374 374 359 379 385 I feel connected to this campus community 321 342 349 309 375 312 I have a good bond with others in this campus community 365 389 377 373 409 373

5-shy‐point scale with 5=strongly agree and 1=strongly disagree

13

Table13 10 Graduate13 Student Sense13 of Community

Graduate Students

International Latino Asian-

American Black White Other

Minority I can get what I need in this campus community 369 371 319 317 367 345 This campus community helps me fulfill my needs 364 357 325 300 352 309 I feel like a member of this campus community 351 371 306 300 328 309 I belong in this campus community 363 357 300 300 338 309 I have an influence on other people in my campus community 318 343 288 283 329 282 People in this campus community are good at influencing each other 336 350 344 300 344 327 I feel connected to this campus community 338 336 313 283 311 327 I have a good bond with others in this campus community 365 393 363 333 357 336

5-shy‐point scale with 5=strongly agree and 1=strongly disagree

14

Knowledge13 of Campus Resources

Participants were13 asked questions to assess their awareness of campus resources that can be accessed when instances13 of sexual misconduct occur At theundergraduate level international white and13 other minority student respondents were most likely to know where to go to get help on campus if a sexual assaultoccurred while black student respondents were least13 likely to know where to access help Black and Latino student13 respondents were least13 likely to indicate13 thatthey understood what13 happens when a student13 reports a claim of13 sexual assault as well as where13 to go to make13 report of sexual assault

Amongst graduate students Asian-shy‐American13 student respondents were most likely to13 know where to13 access help13 if a sexual assault occurred13 while blackstudent respondents13 were least likely to know this information Other minority student respondents were the most likely to13 understand13 where to13 make a reportof sexual assault and13 to13 understand13 what happens when13 a claim of sexual assault occurs Black student respondents were least likely to have this knowledge13

Table13 11 Undergraduate13 Knowledge13 of Resources and Procedures for Sexual Assault

Undergraduates

International Latino

Asian-

American Black White

Other

Minority If a friend or were sexually assaulted know where to go to get help oncampus 374 365 362 340 385 380

understand what happens when a student reports a claim of sexual assaultat Brandeis 288 268 282 252 271 304

If a friend or were sexually assaulted know where to go to make a reportof sexual assault 326 309 312 282 315 336

5-shy‐point scale with 5=strongly agree and 1=strongly disagree

Table13 12 Graduate13 Student Knowledge13 of Resources and Procedures for Sexual Assault

Graduate Students

International Latino

Asian-

American Black White

Other

Minority If a friend or were sexually assaulted I know where13 to go to get help oncampus 319 314 337 240 314 291

understand what happens when a student reports a claim of sexual13 assaultat Brandeis 275 264 244 220 242 191

If a friend or were sexually assaulted know where to go to make a reportof sexual assault 310 314 281 220 280 255

5-shy‐point scale with 5=strongly agree and 1=strongly disagree

15

Respondents were asked13 about their knowledge of specific campus resources including the Office of Prevention Services the Dean of Students Office and theTitle IX13 Officer Regardless of race13 ethnicity or international status undergraduate respondents were most aware of Brandeis Public Safety the Health13 Centerand the13 Psychological Counseling Center Undergraduate13 respondents were13 least aware13 of the13 Title13 IX Officer and the13 Title13 IX Coordinator Knowledge of otherresources was more13 varied For example Latino and white student respondents were more likely to13 know about the Office of Prevention Services13 thaninternational Asian-shy‐American13 and13 black student respondents

For graduate13 student respondents13 knowledge of campus13 resources was less than for13 undergraduate student13 respondents13 In general Asian-shy‐American13 graduatestudent respondents13 had the lowest level of familiarity with campus13 resources while Latino graduate student respondents had the highest levels of familiarity

Table13 13 Undergraduate13 Knowledge13 of Campus Resources

Undergraduates

International Latino

Asian-

American Black White

Other

Minority

Mean Mean Mean Mean Mean Mean

-Office of Prevention Services (Sheila McMahon and Rani Neutill) 245 288 242 238 282 264

-Psychological Counseling Center (PCC) 331 372 318 321 366 324

-Rape Crisis Center (official opening March 2 2015) 312 343 311 290 329 336

-Interfaith Chaplaincy 265 320 271 260 291 312

-Health Center 346 374 359 331 358 380

-Dean of Students Office (Jamele Adams) 248 282 248 318 268 265

-Department of Student Rights and Community Standards (formerly

Dean Gendron now Kerry Guerard amp Tiffany Chan) 229 243 212 168 226 238

-Brandeis Public Safety 327 357 327 325 332 312

-Title IX Officer (Linda Shinomoto in Human Resources) 172 206 184 155 203 235

-Title IX Coordinator (Rebecca Tillar who started at Brandeis on Feb 9

2015) 172 197 179 157 199 235

5-shy‐point scale with 5=very aware and 1=not at all aware

16

Table13 14 Graduate13 Student Knowledge13 of Campus Resources

Graduate Students

International Latino

Asian-

American Black White

Other

Minority

Mean Mean Mean Mean Mean Mean

-Office of Prevention Services (Sheila McMahon and Rani Neutill) 182 214 144 167 190 155

-Psychological Counseling Center (PCC) 242 350 213 283 270 245

-Rape Crisis Center (official opening March 2 2015) 225 236 156 217 223 227

-Interfaith Chaplaincy 242 314 275 283 272 300

-Health Center 371 393 313 367 335 300

-Dean of Students Office (Jamele Adams) 187 200 150 250 189 173

-Department of Student Rights and Community Standards (formerly

Dean Gendron now Kerry Guerard amp Tiffany Chan) 165 186 113 183 154 155

-Brandeis Public Safety 329 329 237 300 299 245

-Title IX Officer (Linda Shinomoto in Human Resources) 167 200 138 133 181 173

-Title IX Coordinator (Rebecca Tillar who started at Brandeis on Feb 9

2015) 163 171 131 133 168 145

5-shy‐point scale with 5=very aware and 1=not at all aware

17

13 13 13 13 13 13

Beliefs About University Response to Crisis

The Campus Climate Survey asked about student respondentsrsquo trust in the administration These questions were not limited to cases of sexual misconduct andassault so they were13 not reported on in the13 initial13 report13 The questions are included here as they have important implications as the university devises ways to13 educate the campus community about13 resources when sexual misconduct andor sexual assault occurs

At the undergraduate level international student respondents were most likely to13 agree that if13 a crisis happened at13 Brandeis the university would handle it13 well Similarly international students were more likely to indicate that the university responds rapidly in difficult situations and handles incidents in13 a fair and13 responsible manner and that the13 university does enough to protect the13 safety of students Black and other minority student respondents were the least likely toagree13 with these13 statements At the graduate student level international student respondents were more likely to13 indicate13 that the13 university would respondwell in a crisis situation while Latino and other minority respondents were least likely to indicate that the university would respond well

Table13 15 Undergraduate13 Beliefs About University Response

Undergraduates International Latino Asian-

American Black White Other

Minority If a crisis happened at Brandeis the university would handle it well 321 278 287 250 286 262 The university responds rapidly in difficult situations 314 292 305 270 293 265 University officials handle incidents in a fair and responsible manner 302 275 278 252 279 242 Brandeis does enough to protect the safety of our students 333 283 298 264 300 265 5-shy‐point scale with 5=strongly agree and 1=strongly disagree

Table13 16 Graduate13 Students Beliefs About University Response

Graduate Students International Latino Asian-

American Black White Other

Minority If a crisis happened at Brandeis the university would handle it well 369 300 331 350 329 300 The university responds rapidly in difficult situations 367 307 331 350 311 318 University officials handle incidents in a fair and responsible manner 356 314 331 350 305 309 Brandeis does enough to protect the safety of our students 386 307 306 350 340 318

5-shy‐point scale with 5=strongly agree and 1=strongly disagree

18

Appendix A Information About Statistical Significance

Statistically significant results are13 results that have13 small probability (usually 1 5 or 10) of having happened merely by chance There are issues thatcomplicate testing for significance that can lead researchers13 and consumers13 of the statistics13 to the wrong conclusion if13 certain circumstances exist Statisticalsignificance is13 not presented in the Campus13 Climate Survey of Sexual Misconduct for the following reasons

Likert Scale The use of statistical significance is disputed when Likert-shy‐type question is used Likert responses such as ldquostrongly agreerdquo and ldquosomewhatdisagreerdquo are ordinal variables that are not numerical Thus assigning values to13 qualitative responses is a topic of debate

Equal variances There is disagreement over equal variances13 between Likert responses For example is13 the difference between ldquostrongly agreerdquo and ldquoagreerdquo13 thesame as13 ldquoagreerdquo13 and ldquoneither agree13 nor disagreerdquo13 Or is the13 difference13 between ldquostrongly agreerdquo13 and ldquoagreerdquo13 the same as ldquoagreerdquo13 and ldquosomewhat agreerdquoQuantifying verbal statements leads to uncertainty when computing averages let13 alone testing for13 significance

Unequal sample sizes To compare two groups an assumption when testing statistical significance is that the groups are roughly equal sizes In Brandeisrsquo ClimateSurvey it is clear for example that there13 are13 very different sample13 sizes of white13 respondents and black or African American respondents In the13 surveyadministration phase one13 way to overcome13 this problem is to conduct random sample However due to13 the content and13 purpose of the survey not includingsome participants13 could make them feel silenced compounding a problem the survey tries13 to address

Normal distributionWith unequal sample sizes it is possible to conduct a 2-shy‐sample t-shy‐test13 if13 the responses are normally distributed However the majority of13 responses to the climate survey were not13 normally distributed

Misleading presentationfalse negativesWith the above-shy‐mentioned points in mind any remaining method such as proportion13 testing would13 be extensivelyconservative which would result in the test not flagging potential differences13 when they13 do exist Especially13 with smaller populations (which13 may be the most atrisk) the probability of13 a false negative is higher This could result in readers of the survey report dismissing differences that should indeed be looked at further

19

Table13 10 Graduate13 Student Sense13 of Community

Graduate Students

International Latino Asian-

American Black White Other

Minority I can get what I need in this campus community 369 371 319 317 367 345 This campus community helps me fulfill my needs 364 357 325 300 352 309 I feel like a member of this campus community 351 371 306 300 328 309 I belong in this campus community 363 357 300 300 338 309 I have an influence on other people in my campus community 318 343 288 283 329 282 People in this campus community are good at influencing each other 336 350 344 300 344 327 I feel connected to this campus community 338 336 313 283 311 327 I have a good bond with others in this campus community 365 393 363 333 357 336

5-shy‐point scale with 5=strongly agree and 1=strongly disagree

14

Knowledge13 of Campus Resources

Participants were13 asked questions to assess their awareness of campus resources that can be accessed when instances13 of sexual misconduct occur At theundergraduate level international white and13 other minority student respondents were most likely to know where to go to get help on campus if a sexual assaultoccurred while black student respondents were least13 likely to know where to access help Black and Latino student13 respondents were least13 likely to indicate13 thatthey understood what13 happens when a student13 reports a claim of13 sexual assault as well as where13 to go to make13 report of sexual assault

Amongst graduate students Asian-shy‐American13 student respondents were most likely to13 know where to13 access help13 if a sexual assault occurred13 while blackstudent respondents13 were least likely to know this information Other minority student respondents were the most likely to13 understand13 where to13 make a reportof sexual assault and13 to13 understand13 what happens when13 a claim of sexual assault occurs Black student respondents were least likely to have this knowledge13

Table13 11 Undergraduate13 Knowledge13 of Resources and Procedures for Sexual Assault

Undergraduates

International Latino

Asian-

American Black White

Other

Minority If a friend or were sexually assaulted know where to go to get help oncampus 374 365 362 340 385 380

understand what happens when a student reports a claim of sexual assaultat Brandeis 288 268 282 252 271 304

If a friend or were sexually assaulted know where to go to make a reportof sexual assault 326 309 312 282 315 336

5-shy‐point scale with 5=strongly agree and 1=strongly disagree

Table13 12 Graduate13 Student Knowledge13 of Resources and Procedures for Sexual Assault

Graduate Students

International Latino

Asian-

American Black White

Other

Minority If a friend or were sexually assaulted I know where13 to go to get help oncampus 319 314 337 240 314 291

understand what happens when a student reports a claim of sexual13 assaultat Brandeis 275 264 244 220 242 191

If a friend or were sexually assaulted know where to go to make a reportof sexual assault 310 314 281 220 280 255

5-shy‐point scale with 5=strongly agree and 1=strongly disagree

15

Respondents were asked13 about their knowledge of specific campus resources including the Office of Prevention Services the Dean of Students Office and theTitle IX13 Officer Regardless of race13 ethnicity or international status undergraduate respondents were most aware of Brandeis Public Safety the Health13 Centerand the13 Psychological Counseling Center Undergraduate13 respondents were13 least aware13 of the13 Title13 IX Officer and the13 Title13 IX Coordinator Knowledge of otherresources was more13 varied For example Latino and white student respondents were more likely to13 know about the Office of Prevention Services13 thaninternational Asian-shy‐American13 and13 black student respondents

For graduate13 student respondents13 knowledge of campus13 resources was less than for13 undergraduate student13 respondents13 In general Asian-shy‐American13 graduatestudent respondents13 had the lowest level of familiarity with campus13 resources while Latino graduate student respondents had the highest levels of familiarity

Table13 13 Undergraduate13 Knowledge13 of Campus Resources

Undergraduates

International Latino

Asian-

American Black White

Other

Minority

Mean Mean Mean Mean Mean Mean

-Office of Prevention Services (Sheila McMahon and Rani Neutill) 245 288 242 238 282 264

-Psychological Counseling Center (PCC) 331 372 318 321 366 324

-Rape Crisis Center (official opening March 2 2015) 312 343 311 290 329 336

-Interfaith Chaplaincy 265 320 271 260 291 312

-Health Center 346 374 359 331 358 380

-Dean of Students Office (Jamele Adams) 248 282 248 318 268 265

-Department of Student Rights and Community Standards (formerly

Dean Gendron now Kerry Guerard amp Tiffany Chan) 229 243 212 168 226 238

-Brandeis Public Safety 327 357 327 325 332 312

-Title IX Officer (Linda Shinomoto in Human Resources) 172 206 184 155 203 235

-Title IX Coordinator (Rebecca Tillar who started at Brandeis on Feb 9

2015) 172 197 179 157 199 235

5-shy‐point scale with 5=very aware and 1=not at all aware

16

Table13 14 Graduate13 Student Knowledge13 of Campus Resources

Graduate Students

International Latino

Asian-

American Black White

Other

Minority

Mean Mean Mean Mean Mean Mean

-Office of Prevention Services (Sheila McMahon and Rani Neutill) 182 214 144 167 190 155

-Psychological Counseling Center (PCC) 242 350 213 283 270 245

-Rape Crisis Center (official opening March 2 2015) 225 236 156 217 223 227

-Interfaith Chaplaincy 242 314 275 283 272 300

-Health Center 371 393 313 367 335 300

-Dean of Students Office (Jamele Adams) 187 200 150 250 189 173

-Department of Student Rights and Community Standards (formerly

Dean Gendron now Kerry Guerard amp Tiffany Chan) 165 186 113 183 154 155

-Brandeis Public Safety 329 329 237 300 299 245

-Title IX Officer (Linda Shinomoto in Human Resources) 167 200 138 133 181 173

-Title IX Coordinator (Rebecca Tillar who started at Brandeis on Feb 9

2015) 163 171 131 133 168 145

5-shy‐point scale with 5=very aware and 1=not at all aware

17

13 13 13 13 13 13

Beliefs About University Response to Crisis

The Campus Climate Survey asked about student respondentsrsquo trust in the administration These questions were not limited to cases of sexual misconduct andassault so they were13 not reported on in the13 initial13 report13 The questions are included here as they have important implications as the university devises ways to13 educate the campus community about13 resources when sexual misconduct andor sexual assault occurs

At the undergraduate level international student respondents were most likely to13 agree that if13 a crisis happened at13 Brandeis the university would handle it13 well Similarly international students were more likely to indicate that the university responds rapidly in difficult situations and handles incidents in13 a fair and13 responsible manner and that the13 university does enough to protect the13 safety of students Black and other minority student respondents were the least likely toagree13 with these13 statements At the graduate student level international student respondents were more likely to13 indicate13 that the13 university would respondwell in a crisis situation while Latino and other minority respondents were least likely to indicate that the university would respond well

Table13 15 Undergraduate13 Beliefs About University Response

Undergraduates International Latino Asian-

American Black White Other

Minority If a crisis happened at Brandeis the university would handle it well 321 278 287 250 286 262 The university responds rapidly in difficult situations 314 292 305 270 293 265 University officials handle incidents in a fair and responsible manner 302 275 278 252 279 242 Brandeis does enough to protect the safety of our students 333 283 298 264 300 265 5-shy‐point scale with 5=strongly agree and 1=strongly disagree

Table13 16 Graduate13 Students Beliefs About University Response

Graduate Students International Latino Asian-

American Black White Other

Minority If a crisis happened at Brandeis the university would handle it well 369 300 331 350 329 300 The university responds rapidly in difficult situations 367 307 331 350 311 318 University officials handle incidents in a fair and responsible manner 356 314 331 350 305 309 Brandeis does enough to protect the safety of our students 386 307 306 350 340 318

5-shy‐point scale with 5=strongly agree and 1=strongly disagree

18

Appendix A Information About Statistical Significance

Statistically significant results are13 results that have13 small probability (usually 1 5 or 10) of having happened merely by chance There are issues thatcomplicate testing for significance that can lead researchers13 and consumers13 of the statistics13 to the wrong conclusion if13 certain circumstances exist Statisticalsignificance is13 not presented in the Campus13 Climate Survey of Sexual Misconduct for the following reasons

Likert Scale The use of statistical significance is disputed when Likert-shy‐type question is used Likert responses such as ldquostrongly agreerdquo and ldquosomewhatdisagreerdquo are ordinal variables that are not numerical Thus assigning values to13 qualitative responses is a topic of debate

Equal variances There is disagreement over equal variances13 between Likert responses For example is13 the difference between ldquostrongly agreerdquo and ldquoagreerdquo13 thesame as13 ldquoagreerdquo13 and ldquoneither agree13 nor disagreerdquo13 Or is the13 difference13 between ldquostrongly agreerdquo13 and ldquoagreerdquo13 the same as ldquoagreerdquo13 and ldquosomewhat agreerdquoQuantifying verbal statements leads to uncertainty when computing averages let13 alone testing for13 significance

Unequal sample sizes To compare two groups an assumption when testing statistical significance is that the groups are roughly equal sizes In Brandeisrsquo ClimateSurvey it is clear for example that there13 are13 very different sample13 sizes of white13 respondents and black or African American respondents In the13 surveyadministration phase one13 way to overcome13 this problem is to conduct random sample However due to13 the content and13 purpose of the survey not includingsome participants13 could make them feel silenced compounding a problem the survey tries13 to address

Normal distributionWith unequal sample sizes it is possible to conduct a 2-shy‐sample t-shy‐test13 if13 the responses are normally distributed However the majority of13 responses to the climate survey were not13 normally distributed

Misleading presentationfalse negativesWith the above-shy‐mentioned points in mind any remaining method such as proportion13 testing would13 be extensivelyconservative which would result in the test not flagging potential differences13 when they13 do exist Especially13 with smaller populations (which13 may be the most atrisk) the probability of13 a false negative is higher This could result in readers of the survey report dismissing differences that should indeed be looked at further

19

Knowledge13 of Campus Resources

Participants were13 asked questions to assess their awareness of campus resources that can be accessed when instances13 of sexual misconduct occur At theundergraduate level international white and13 other minority student respondents were most likely to know where to go to get help on campus if a sexual assaultoccurred while black student respondents were least13 likely to know where to access help Black and Latino student13 respondents were least13 likely to indicate13 thatthey understood what13 happens when a student13 reports a claim of13 sexual assault as well as where13 to go to make13 report of sexual assault

Amongst graduate students Asian-shy‐American13 student respondents were most likely to13 know where to13 access help13 if a sexual assault occurred13 while blackstudent respondents13 were least likely to know this information Other minority student respondents were the most likely to13 understand13 where to13 make a reportof sexual assault and13 to13 understand13 what happens when13 a claim of sexual assault occurs Black student respondents were least likely to have this knowledge13

Table13 11 Undergraduate13 Knowledge13 of Resources and Procedures for Sexual Assault

Undergraduates

International Latino

Asian-

American Black White

Other

Minority If a friend or were sexually assaulted know where to go to get help oncampus 374 365 362 340 385 380

understand what happens when a student reports a claim of sexual assaultat Brandeis 288 268 282 252 271 304

If a friend or were sexually assaulted know where to go to make a reportof sexual assault 326 309 312 282 315 336

5-shy‐point scale with 5=strongly agree and 1=strongly disagree

Table13 12 Graduate13 Student Knowledge13 of Resources and Procedures for Sexual Assault

Graduate Students

International Latino

Asian-

American Black White

Other

Minority If a friend or were sexually assaulted I know where13 to go to get help oncampus 319 314 337 240 314 291

understand what happens when a student reports a claim of sexual13 assaultat Brandeis 275 264 244 220 242 191

If a friend or were sexually assaulted know where to go to make a reportof sexual assault 310 314 281 220 280 255

5-shy‐point scale with 5=strongly agree and 1=strongly disagree

15

Respondents were asked13 about their knowledge of specific campus resources including the Office of Prevention Services the Dean of Students Office and theTitle IX13 Officer Regardless of race13 ethnicity or international status undergraduate respondents were most aware of Brandeis Public Safety the Health13 Centerand the13 Psychological Counseling Center Undergraduate13 respondents were13 least aware13 of the13 Title13 IX Officer and the13 Title13 IX Coordinator Knowledge of otherresources was more13 varied For example Latino and white student respondents were more likely to13 know about the Office of Prevention Services13 thaninternational Asian-shy‐American13 and13 black student respondents

For graduate13 student respondents13 knowledge of campus13 resources was less than for13 undergraduate student13 respondents13 In general Asian-shy‐American13 graduatestudent respondents13 had the lowest level of familiarity with campus13 resources while Latino graduate student respondents had the highest levels of familiarity

Table13 13 Undergraduate13 Knowledge13 of Campus Resources

Undergraduates

International Latino

Asian-

American Black White

Other

Minority

Mean Mean Mean Mean Mean Mean

-Office of Prevention Services (Sheila McMahon and Rani Neutill) 245 288 242 238 282 264

-Psychological Counseling Center (PCC) 331 372 318 321 366 324

-Rape Crisis Center (official opening March 2 2015) 312 343 311 290 329 336

-Interfaith Chaplaincy 265 320 271 260 291 312

-Health Center 346 374 359 331 358 380

-Dean of Students Office (Jamele Adams) 248 282 248 318 268 265

-Department of Student Rights and Community Standards (formerly

Dean Gendron now Kerry Guerard amp Tiffany Chan) 229 243 212 168 226 238

-Brandeis Public Safety 327 357 327 325 332 312

-Title IX Officer (Linda Shinomoto in Human Resources) 172 206 184 155 203 235

-Title IX Coordinator (Rebecca Tillar who started at Brandeis on Feb 9

2015) 172 197 179 157 199 235

5-shy‐point scale with 5=very aware and 1=not at all aware

16

Table13 14 Graduate13 Student Knowledge13 of Campus Resources

Graduate Students

International Latino

Asian-

American Black White

Other

Minority

Mean Mean Mean Mean Mean Mean

-Office of Prevention Services (Sheila McMahon and Rani Neutill) 182 214 144 167 190 155

-Psychological Counseling Center (PCC) 242 350 213 283 270 245

-Rape Crisis Center (official opening March 2 2015) 225 236 156 217 223 227

-Interfaith Chaplaincy 242 314 275 283 272 300

-Health Center 371 393 313 367 335 300

-Dean of Students Office (Jamele Adams) 187 200 150 250 189 173

-Department of Student Rights and Community Standards (formerly

Dean Gendron now Kerry Guerard amp Tiffany Chan) 165 186 113 183 154 155

-Brandeis Public Safety 329 329 237 300 299 245

-Title IX Officer (Linda Shinomoto in Human Resources) 167 200 138 133 181 173

-Title IX Coordinator (Rebecca Tillar who started at Brandeis on Feb 9

2015) 163 171 131 133 168 145

5-shy‐point scale with 5=very aware and 1=not at all aware

17

13 13 13 13 13 13

Beliefs About University Response to Crisis

The Campus Climate Survey asked about student respondentsrsquo trust in the administration These questions were not limited to cases of sexual misconduct andassault so they were13 not reported on in the13 initial13 report13 The questions are included here as they have important implications as the university devises ways to13 educate the campus community about13 resources when sexual misconduct andor sexual assault occurs

At the undergraduate level international student respondents were most likely to13 agree that if13 a crisis happened at13 Brandeis the university would handle it13 well Similarly international students were more likely to indicate that the university responds rapidly in difficult situations and handles incidents in13 a fair and13 responsible manner and that the13 university does enough to protect the13 safety of students Black and other minority student respondents were the least likely toagree13 with these13 statements At the graduate student level international student respondents were more likely to13 indicate13 that the13 university would respondwell in a crisis situation while Latino and other minority respondents were least likely to indicate that the university would respond well

Table13 15 Undergraduate13 Beliefs About University Response

Undergraduates International Latino Asian-

American Black White Other

Minority If a crisis happened at Brandeis the university would handle it well 321 278 287 250 286 262 The university responds rapidly in difficult situations 314 292 305 270 293 265 University officials handle incidents in a fair and responsible manner 302 275 278 252 279 242 Brandeis does enough to protect the safety of our students 333 283 298 264 300 265 5-shy‐point scale with 5=strongly agree and 1=strongly disagree

Table13 16 Graduate13 Students Beliefs About University Response

Graduate Students International Latino Asian-

American Black White Other

Minority If a crisis happened at Brandeis the university would handle it well 369 300 331 350 329 300 The university responds rapidly in difficult situations 367 307 331 350 311 318 University officials handle incidents in a fair and responsible manner 356 314 331 350 305 309 Brandeis does enough to protect the safety of our students 386 307 306 350 340 318

5-shy‐point scale with 5=strongly agree and 1=strongly disagree

18

Appendix A Information About Statistical Significance

Statistically significant results are13 results that have13 small probability (usually 1 5 or 10) of having happened merely by chance There are issues thatcomplicate testing for significance that can lead researchers13 and consumers13 of the statistics13 to the wrong conclusion if13 certain circumstances exist Statisticalsignificance is13 not presented in the Campus13 Climate Survey of Sexual Misconduct for the following reasons

Likert Scale The use of statistical significance is disputed when Likert-shy‐type question is used Likert responses such as ldquostrongly agreerdquo and ldquosomewhatdisagreerdquo are ordinal variables that are not numerical Thus assigning values to13 qualitative responses is a topic of debate

Equal variances There is disagreement over equal variances13 between Likert responses For example is13 the difference between ldquostrongly agreerdquo and ldquoagreerdquo13 thesame as13 ldquoagreerdquo13 and ldquoneither agree13 nor disagreerdquo13 Or is the13 difference13 between ldquostrongly agreerdquo13 and ldquoagreerdquo13 the same as ldquoagreerdquo13 and ldquosomewhat agreerdquoQuantifying verbal statements leads to uncertainty when computing averages let13 alone testing for13 significance

Unequal sample sizes To compare two groups an assumption when testing statistical significance is that the groups are roughly equal sizes In Brandeisrsquo ClimateSurvey it is clear for example that there13 are13 very different sample13 sizes of white13 respondents and black or African American respondents In the13 surveyadministration phase one13 way to overcome13 this problem is to conduct random sample However due to13 the content and13 purpose of the survey not includingsome participants13 could make them feel silenced compounding a problem the survey tries13 to address

Normal distributionWith unequal sample sizes it is possible to conduct a 2-shy‐sample t-shy‐test13 if13 the responses are normally distributed However the majority of13 responses to the climate survey were not13 normally distributed

Misleading presentationfalse negativesWith the above-shy‐mentioned points in mind any remaining method such as proportion13 testing would13 be extensivelyconservative which would result in the test not flagging potential differences13 when they13 do exist Especially13 with smaller populations (which13 may be the most atrisk) the probability of13 a false negative is higher This could result in readers of the survey report dismissing differences that should indeed be looked at further

19

Respondents were asked13 about their knowledge of specific campus resources including the Office of Prevention Services the Dean of Students Office and theTitle IX13 Officer Regardless of race13 ethnicity or international status undergraduate respondents were most aware of Brandeis Public Safety the Health13 Centerand the13 Psychological Counseling Center Undergraduate13 respondents were13 least aware13 of the13 Title13 IX Officer and the13 Title13 IX Coordinator Knowledge of otherresources was more13 varied For example Latino and white student respondents were more likely to13 know about the Office of Prevention Services13 thaninternational Asian-shy‐American13 and13 black student respondents

For graduate13 student respondents13 knowledge of campus13 resources was less than for13 undergraduate student13 respondents13 In general Asian-shy‐American13 graduatestudent respondents13 had the lowest level of familiarity with campus13 resources while Latino graduate student respondents had the highest levels of familiarity

Table13 13 Undergraduate13 Knowledge13 of Campus Resources

Undergraduates

International Latino

Asian-

American Black White

Other

Minority

Mean Mean Mean Mean Mean Mean

-Office of Prevention Services (Sheila McMahon and Rani Neutill) 245 288 242 238 282 264

-Psychological Counseling Center (PCC) 331 372 318 321 366 324

-Rape Crisis Center (official opening March 2 2015) 312 343 311 290 329 336

-Interfaith Chaplaincy 265 320 271 260 291 312

-Health Center 346 374 359 331 358 380

-Dean of Students Office (Jamele Adams) 248 282 248 318 268 265

-Department of Student Rights and Community Standards (formerly

Dean Gendron now Kerry Guerard amp Tiffany Chan) 229 243 212 168 226 238

-Brandeis Public Safety 327 357 327 325 332 312

-Title IX Officer (Linda Shinomoto in Human Resources) 172 206 184 155 203 235

-Title IX Coordinator (Rebecca Tillar who started at Brandeis on Feb 9

2015) 172 197 179 157 199 235

5-shy‐point scale with 5=very aware and 1=not at all aware

16

Table13 14 Graduate13 Student Knowledge13 of Campus Resources

Graduate Students

International Latino

Asian-

American Black White

Other

Minority

Mean Mean Mean Mean Mean Mean

-Office of Prevention Services (Sheila McMahon and Rani Neutill) 182 214 144 167 190 155

-Psychological Counseling Center (PCC) 242 350 213 283 270 245

-Rape Crisis Center (official opening March 2 2015) 225 236 156 217 223 227

-Interfaith Chaplaincy 242 314 275 283 272 300

-Health Center 371 393 313 367 335 300

-Dean of Students Office (Jamele Adams) 187 200 150 250 189 173

-Department of Student Rights and Community Standards (formerly

Dean Gendron now Kerry Guerard amp Tiffany Chan) 165 186 113 183 154 155

-Brandeis Public Safety 329 329 237 300 299 245

-Title IX Officer (Linda Shinomoto in Human Resources) 167 200 138 133 181 173

-Title IX Coordinator (Rebecca Tillar who started at Brandeis on Feb 9

2015) 163 171 131 133 168 145

5-shy‐point scale with 5=very aware and 1=not at all aware

17

13 13 13 13 13 13

Beliefs About University Response to Crisis

The Campus Climate Survey asked about student respondentsrsquo trust in the administration These questions were not limited to cases of sexual misconduct andassault so they were13 not reported on in the13 initial13 report13 The questions are included here as they have important implications as the university devises ways to13 educate the campus community about13 resources when sexual misconduct andor sexual assault occurs

At the undergraduate level international student respondents were most likely to13 agree that if13 a crisis happened at13 Brandeis the university would handle it13 well Similarly international students were more likely to indicate that the university responds rapidly in difficult situations and handles incidents in13 a fair and13 responsible manner and that the13 university does enough to protect the13 safety of students Black and other minority student respondents were the least likely toagree13 with these13 statements At the graduate student level international student respondents were more likely to13 indicate13 that the13 university would respondwell in a crisis situation while Latino and other minority respondents were least likely to indicate that the university would respond well

Table13 15 Undergraduate13 Beliefs About University Response

Undergraduates International Latino Asian-

American Black White Other

Minority If a crisis happened at Brandeis the university would handle it well 321 278 287 250 286 262 The university responds rapidly in difficult situations 314 292 305 270 293 265 University officials handle incidents in a fair and responsible manner 302 275 278 252 279 242 Brandeis does enough to protect the safety of our students 333 283 298 264 300 265 5-shy‐point scale with 5=strongly agree and 1=strongly disagree

Table13 16 Graduate13 Students Beliefs About University Response

Graduate Students International Latino Asian-

American Black White Other

Minority If a crisis happened at Brandeis the university would handle it well 369 300 331 350 329 300 The university responds rapidly in difficult situations 367 307 331 350 311 318 University officials handle incidents in a fair and responsible manner 356 314 331 350 305 309 Brandeis does enough to protect the safety of our students 386 307 306 350 340 318

5-shy‐point scale with 5=strongly agree and 1=strongly disagree

18

Appendix A Information About Statistical Significance

Statistically significant results are13 results that have13 small probability (usually 1 5 or 10) of having happened merely by chance There are issues thatcomplicate testing for significance that can lead researchers13 and consumers13 of the statistics13 to the wrong conclusion if13 certain circumstances exist Statisticalsignificance is13 not presented in the Campus13 Climate Survey of Sexual Misconduct for the following reasons

Likert Scale The use of statistical significance is disputed when Likert-shy‐type question is used Likert responses such as ldquostrongly agreerdquo and ldquosomewhatdisagreerdquo are ordinal variables that are not numerical Thus assigning values to13 qualitative responses is a topic of debate

Equal variances There is disagreement over equal variances13 between Likert responses For example is13 the difference between ldquostrongly agreerdquo and ldquoagreerdquo13 thesame as13 ldquoagreerdquo13 and ldquoneither agree13 nor disagreerdquo13 Or is the13 difference13 between ldquostrongly agreerdquo13 and ldquoagreerdquo13 the same as ldquoagreerdquo13 and ldquosomewhat agreerdquoQuantifying verbal statements leads to uncertainty when computing averages let13 alone testing for13 significance

Unequal sample sizes To compare two groups an assumption when testing statistical significance is that the groups are roughly equal sizes In Brandeisrsquo ClimateSurvey it is clear for example that there13 are13 very different sample13 sizes of white13 respondents and black or African American respondents In the13 surveyadministration phase one13 way to overcome13 this problem is to conduct random sample However due to13 the content and13 purpose of the survey not includingsome participants13 could make them feel silenced compounding a problem the survey tries13 to address

Normal distributionWith unequal sample sizes it is possible to conduct a 2-shy‐sample t-shy‐test13 if13 the responses are normally distributed However the majority of13 responses to the climate survey were not13 normally distributed

Misleading presentationfalse negativesWith the above-shy‐mentioned points in mind any remaining method such as proportion13 testing would13 be extensivelyconservative which would result in the test not flagging potential differences13 when they13 do exist Especially13 with smaller populations (which13 may be the most atrisk) the probability of13 a false negative is higher This could result in readers of the survey report dismissing differences that should indeed be looked at further

19

Table13 14 Graduate13 Student Knowledge13 of Campus Resources

Graduate Students

International Latino

Asian-

American Black White

Other

Minority

Mean Mean Mean Mean Mean Mean

-Office of Prevention Services (Sheila McMahon and Rani Neutill) 182 214 144 167 190 155

-Psychological Counseling Center (PCC) 242 350 213 283 270 245

-Rape Crisis Center (official opening March 2 2015) 225 236 156 217 223 227

-Interfaith Chaplaincy 242 314 275 283 272 300

-Health Center 371 393 313 367 335 300

-Dean of Students Office (Jamele Adams) 187 200 150 250 189 173

-Department of Student Rights and Community Standards (formerly

Dean Gendron now Kerry Guerard amp Tiffany Chan) 165 186 113 183 154 155

-Brandeis Public Safety 329 329 237 300 299 245

-Title IX Officer (Linda Shinomoto in Human Resources) 167 200 138 133 181 173

-Title IX Coordinator (Rebecca Tillar who started at Brandeis on Feb 9

2015) 163 171 131 133 168 145

5-shy‐point scale with 5=very aware and 1=not at all aware

17

13 13 13 13 13 13

Beliefs About University Response to Crisis

The Campus Climate Survey asked about student respondentsrsquo trust in the administration These questions were not limited to cases of sexual misconduct andassault so they were13 not reported on in the13 initial13 report13 The questions are included here as they have important implications as the university devises ways to13 educate the campus community about13 resources when sexual misconduct andor sexual assault occurs

At the undergraduate level international student respondents were most likely to13 agree that if13 a crisis happened at13 Brandeis the university would handle it13 well Similarly international students were more likely to indicate that the university responds rapidly in difficult situations and handles incidents in13 a fair and13 responsible manner and that the13 university does enough to protect the13 safety of students Black and other minority student respondents were the least likely toagree13 with these13 statements At the graduate student level international student respondents were more likely to13 indicate13 that the13 university would respondwell in a crisis situation while Latino and other minority respondents were least likely to indicate that the university would respond well

Table13 15 Undergraduate13 Beliefs About University Response

Undergraduates International Latino Asian-

American Black White Other

Minority If a crisis happened at Brandeis the university would handle it well 321 278 287 250 286 262 The university responds rapidly in difficult situations 314 292 305 270 293 265 University officials handle incidents in a fair and responsible manner 302 275 278 252 279 242 Brandeis does enough to protect the safety of our students 333 283 298 264 300 265 5-shy‐point scale with 5=strongly agree and 1=strongly disagree

Table13 16 Graduate13 Students Beliefs About University Response

Graduate Students International Latino Asian-

American Black White Other

Minority If a crisis happened at Brandeis the university would handle it well 369 300 331 350 329 300 The university responds rapidly in difficult situations 367 307 331 350 311 318 University officials handle incidents in a fair and responsible manner 356 314 331 350 305 309 Brandeis does enough to protect the safety of our students 386 307 306 350 340 318

5-shy‐point scale with 5=strongly agree and 1=strongly disagree

18

Appendix A Information About Statistical Significance

Statistically significant results are13 results that have13 small probability (usually 1 5 or 10) of having happened merely by chance There are issues thatcomplicate testing for significance that can lead researchers13 and consumers13 of the statistics13 to the wrong conclusion if13 certain circumstances exist Statisticalsignificance is13 not presented in the Campus13 Climate Survey of Sexual Misconduct for the following reasons

Likert Scale The use of statistical significance is disputed when Likert-shy‐type question is used Likert responses such as ldquostrongly agreerdquo and ldquosomewhatdisagreerdquo are ordinal variables that are not numerical Thus assigning values to13 qualitative responses is a topic of debate

Equal variances There is disagreement over equal variances13 between Likert responses For example is13 the difference between ldquostrongly agreerdquo and ldquoagreerdquo13 thesame as13 ldquoagreerdquo13 and ldquoneither agree13 nor disagreerdquo13 Or is the13 difference13 between ldquostrongly agreerdquo13 and ldquoagreerdquo13 the same as ldquoagreerdquo13 and ldquosomewhat agreerdquoQuantifying verbal statements leads to uncertainty when computing averages let13 alone testing for13 significance

Unequal sample sizes To compare two groups an assumption when testing statistical significance is that the groups are roughly equal sizes In Brandeisrsquo ClimateSurvey it is clear for example that there13 are13 very different sample13 sizes of white13 respondents and black or African American respondents In the13 surveyadministration phase one13 way to overcome13 this problem is to conduct random sample However due to13 the content and13 purpose of the survey not includingsome participants13 could make them feel silenced compounding a problem the survey tries13 to address

Normal distributionWith unequal sample sizes it is possible to conduct a 2-shy‐sample t-shy‐test13 if13 the responses are normally distributed However the majority of13 responses to the climate survey were not13 normally distributed

Misleading presentationfalse negativesWith the above-shy‐mentioned points in mind any remaining method such as proportion13 testing would13 be extensivelyconservative which would result in the test not flagging potential differences13 when they13 do exist Especially13 with smaller populations (which13 may be the most atrisk) the probability of13 a false negative is higher This could result in readers of the survey report dismissing differences that should indeed be looked at further

19

13 13 13 13 13 13

Beliefs About University Response to Crisis

The Campus Climate Survey asked about student respondentsrsquo trust in the administration These questions were not limited to cases of sexual misconduct andassault so they were13 not reported on in the13 initial13 report13 The questions are included here as they have important implications as the university devises ways to13 educate the campus community about13 resources when sexual misconduct andor sexual assault occurs

At the undergraduate level international student respondents were most likely to13 agree that if13 a crisis happened at13 Brandeis the university would handle it13 well Similarly international students were more likely to indicate that the university responds rapidly in difficult situations and handles incidents in13 a fair and13 responsible manner and that the13 university does enough to protect the13 safety of students Black and other minority student respondents were the least likely toagree13 with these13 statements At the graduate student level international student respondents were more likely to13 indicate13 that the13 university would respondwell in a crisis situation while Latino and other minority respondents were least likely to indicate that the university would respond well

Table13 15 Undergraduate13 Beliefs About University Response

Undergraduates International Latino Asian-

American Black White Other

Minority If a crisis happened at Brandeis the university would handle it well 321 278 287 250 286 262 The university responds rapidly in difficult situations 314 292 305 270 293 265 University officials handle incidents in a fair and responsible manner 302 275 278 252 279 242 Brandeis does enough to protect the safety of our students 333 283 298 264 300 265 5-shy‐point scale with 5=strongly agree and 1=strongly disagree

Table13 16 Graduate13 Students Beliefs About University Response

Graduate Students International Latino Asian-

American Black White Other

Minority If a crisis happened at Brandeis the university would handle it well 369 300 331 350 329 300 The university responds rapidly in difficult situations 367 307 331 350 311 318 University officials handle incidents in a fair and responsible manner 356 314 331 350 305 309 Brandeis does enough to protect the safety of our students 386 307 306 350 340 318

5-shy‐point scale with 5=strongly agree and 1=strongly disagree

18

Appendix A Information About Statistical Significance

Statistically significant results are13 results that have13 small probability (usually 1 5 or 10) of having happened merely by chance There are issues thatcomplicate testing for significance that can lead researchers13 and consumers13 of the statistics13 to the wrong conclusion if13 certain circumstances exist Statisticalsignificance is13 not presented in the Campus13 Climate Survey of Sexual Misconduct for the following reasons

Likert Scale The use of statistical significance is disputed when Likert-shy‐type question is used Likert responses such as ldquostrongly agreerdquo and ldquosomewhatdisagreerdquo are ordinal variables that are not numerical Thus assigning values to13 qualitative responses is a topic of debate

Equal variances There is disagreement over equal variances13 between Likert responses For example is13 the difference between ldquostrongly agreerdquo and ldquoagreerdquo13 thesame as13 ldquoagreerdquo13 and ldquoneither agree13 nor disagreerdquo13 Or is the13 difference13 between ldquostrongly agreerdquo13 and ldquoagreerdquo13 the same as ldquoagreerdquo13 and ldquosomewhat agreerdquoQuantifying verbal statements leads to uncertainty when computing averages let13 alone testing for13 significance

Unequal sample sizes To compare two groups an assumption when testing statistical significance is that the groups are roughly equal sizes In Brandeisrsquo ClimateSurvey it is clear for example that there13 are13 very different sample13 sizes of white13 respondents and black or African American respondents In the13 surveyadministration phase one13 way to overcome13 this problem is to conduct random sample However due to13 the content and13 purpose of the survey not includingsome participants13 could make them feel silenced compounding a problem the survey tries13 to address

Normal distributionWith unequal sample sizes it is possible to conduct a 2-shy‐sample t-shy‐test13 if13 the responses are normally distributed However the majority of13 responses to the climate survey were not13 normally distributed

Misleading presentationfalse negativesWith the above-shy‐mentioned points in mind any remaining method such as proportion13 testing would13 be extensivelyconservative which would result in the test not flagging potential differences13 when they13 do exist Especially13 with smaller populations (which13 may be the most atrisk) the probability of13 a false negative is higher This could result in readers of the survey report dismissing differences that should indeed be looked at further

19

Appendix A Information About Statistical Significance

Statistically significant results are13 results that have13 small probability (usually 1 5 or 10) of having happened merely by chance There are issues thatcomplicate testing for significance that can lead researchers13 and consumers13 of the statistics13 to the wrong conclusion if13 certain circumstances exist Statisticalsignificance is13 not presented in the Campus13 Climate Survey of Sexual Misconduct for the following reasons

Likert Scale The use of statistical significance is disputed when Likert-shy‐type question is used Likert responses such as ldquostrongly agreerdquo and ldquosomewhatdisagreerdquo are ordinal variables that are not numerical Thus assigning values to13 qualitative responses is a topic of debate

Equal variances There is disagreement over equal variances13 between Likert responses For example is13 the difference between ldquostrongly agreerdquo and ldquoagreerdquo13 thesame as13 ldquoagreerdquo13 and ldquoneither agree13 nor disagreerdquo13 Or is the13 difference13 between ldquostrongly agreerdquo13 and ldquoagreerdquo13 the same as ldquoagreerdquo13 and ldquosomewhat agreerdquoQuantifying verbal statements leads to uncertainty when computing averages let13 alone testing for13 significance

Unequal sample sizes To compare two groups an assumption when testing statistical significance is that the groups are roughly equal sizes In Brandeisrsquo ClimateSurvey it is clear for example that there13 are13 very different sample13 sizes of white13 respondents and black or African American respondents In the13 surveyadministration phase one13 way to overcome13 this problem is to conduct random sample However due to13 the content and13 purpose of the survey not includingsome participants13 could make them feel silenced compounding a problem the survey tries13 to address

Normal distributionWith unequal sample sizes it is possible to conduct a 2-shy‐sample t-shy‐test13 if13 the responses are normally distributed However the majority of13 responses to the climate survey were not13 normally distributed

Misleading presentationfalse negativesWith the above-shy‐mentioned points in mind any remaining method such as proportion13 testing would13 be extensivelyconservative which would result in the test not flagging potential differences13 when they13 do exist Especially13 with smaller populations (which13 may be the most atrisk) the probability of13 a false negative is higher This could result in readers of the survey report dismissing differences that should indeed be looked at further

19