The purpose of the Diversity Survey Menu is to help Texas A&M University meet its goals of understanding the workplace climate and creating a Psychologically Healthy Workplace. The Diversity Survey Menu offers a list of questions that TAMU units can use to develop surveys that are relevant to the challenges and concerns that they have about diversity issues. It is not meant to serve as a survey, although units could administer all the items provided to obtain a good picture of the challenges and successes in their units. The advantages of using the scales provided are that most are well-developed, validated, and published scales that have good psychometric properties. In other words, these scales have met the high standards of the Social Sciences, making it more likely that these scales will provide an accurate snapshot of what’s happening in units than ad hoc surveys would provide. Key components of the document follow:
- The document is organized into four sections: Demographics, Climate Assessment, Inappropriate Behavior, and Outcomes. At the start of each section, there is more information about the content and recommendations made by the menu designers. In general, it is suggested that any unit conducting a diversity survey administer at least one scale from each section, including the core diversity items.
- The document does not cover all of the issues facing all of the units. For example, items on linguistic diversity are not included (e.g., bilingual workers; Spanish-only and English-only employees working together). Many of these issues can be addressed by adapting the included scales to address the topic of interest. Additionally, units are encouraged to revisit their survey plan regularly to add or change additional item sets, beyond the core diversity items, to reflect changing needs of the unit. For instance, there were some concerns in Spring 2011 (just prior to the creation of this document) that some groups were using Freedom of Information Act requests in a way to target particular groups on campus; such requests, while entirely legal, could have ramifications for particular groups’ feelings of welcomeness or for workflow for staff members who must handle these requests.
- The response options for each scale are listed. Items that are reverse-scored are indicated at the end of the item. Reverse-scored items are questions that are written as a negation of the scale’s theme (e.g., “I do not like my job” for job satisfaction). To represent the overarching theme of the scale correctly, it needs to be reverse-scored (i.e., a score of 1 on this item is equivalent to a score of 5 on the other items on the scale).
- Where wording needs are likely to differ across students, staff, and faculty, we have provided different versions of the same scale, pegged to those constituencies.
Any questions about this document should be directed to Mindy Bergman, Professor of Psychology.
The Diversity Survey Menu was developed by the ADVANCE Social Science Studies Team. Additionally, Student Life Studies was instrumental in refining it and creating parallel items for our student, staff, and faculty versions of scales. The Department of Multicultural Service, the Gay, Lesbian, Bisexual, Transgender Resource Center, the Department of Student Life Studies, and the DOC also provided insightful comments and questions.