The National Assessment of Collegiate Campus Climates (NACCC) is a trio of quantitative surveys on campus racial climate administered annually at colleges and universities across the United States.
Participating institutions receive their data files, along with a customized report that includes results and practical recommendations.
Over 160 institutions have participated in the NACCC Student Survey, including 63 two-year institutions and 98 four-year institutions. To download a historical list of participating institutions click here.
SECTION TOPICS:
BACKGROUND
What is the NACCC?
The National Assessment of Collegiate Campus Climate (NACCC) is a quantitative national survey that is informed by more than a decade of our center’s climate work. The NACCC is a web-based survey that includes six content areas essential to understanding racial climate on campus and collects participants’ demographic information in order to conduct meaningful data disaggregation.
Why We Created the NACCC?
Every week, news outlets report on racial incidents on campuses across the United States. At the USC Race and Equity Center, we have developed the NACCC because these issues are so pervasive. The NACCC elicits perspectives from undergraduates on ways they experience the campus racial climate. NACCC participation signals institutional commitment to understanding racial realities on campus and provides institutional leaders with better information and more data-driven guidance for improving the climate for all students. Having NACCC data will allow institutional leaders to better understand and more strategically address racial problems on campus before they escalate to crises.
CAMPUS CLIMATE SURVEYS
Click on a tab below to explore our campus climate surveys.
The NACCC Student Survey is a quantitative survey on campus racial climate. This survey collects data about students’ appraisals of institutional commitment to racial equity and diversity, the extent to which they interact meaningfully with diverse others, where and what they learn about race and their feelings of readiness for citizenship in a racially diverse democracy, and other important topics.
CONTENT AREAS
MATTERING AND AFFIRMATION
NACCC respondents indicate the extent to which they feel they matter in classrooms and in various out-of-class campus spaces. They also consider how much their same-race peers and students from other racial groups seemingly matter on campus. Additionally, students indicate ways and the frequency with which faculty members affirm them.
CROSS-RACIAL ENGAGEMENT
NACCC respondents indicate the frequency and nature of their interactions on campus with same-race peers and with peers from different racial groups. Additionally, they report their level of comfort in discussions with other students about issues related to race.
RACIAL LEARNING AND LITERACY
NACCC respondents consider if and where on campus they learn about their own racial identities and about other racial groups. Additionally, students indicate the extent to which they feel racial diversity is reflected in curricula and class discussions, and how prepared they feel to live and work in a racially diverse society after college.
ENCOUNTERS WITH RACIAL STRESS
NACCC respondents appraise the racial environment of their institutions. They identify campus encounters they have experienced as racist, ranging from microaggressions and racial stereotyping to more overt acts of racial harassment and violence. Students indicate the impact of these encounters on their personal well-being and academic success.
APPRAISALS OF INSTITUTIONAL COMMITMENT
NACCC respondents evaluate their administrators’ demonstrated commitments to racial diversity and inclusion at their institutions. Students also assess institutional leaders’ responses to racial problems on campus.
IMPACT OF EXTERNAL ENVIRONMENTS
NACCC respondents reflect on their sense of security and on their encounters with racism in their hometowns, in the cities/towns surrounding their campuses, and in online and social media environments. They report how off-campus experiences and the larger political atmosphere in the United States affect them.
The NACCC Staff Survey examines staff experiences in the higher education workplace, including experiences with racism in the workplace, experiences with professional development programs related to racial learning and literacy, and individuals’ appraisals of institutional commitment to racial equity, diversity, and diversity.
CONTENT AREAS
WORKPLACE MATTERING
NACCC staff respondents indicate their sense of mattering at their institutions and also to campus community groups. They consider how comfortable they feel engaging in their workplace, as well as report their personal sense of well-being (safety, welcomeness, inclusion) in their immediate work environment. In addition, staff members indicate how much support they receive from their supervisor/unit leader and how often they experience disrespectful behavior in the workplace.
RACIAL LEARNING AND LITERACY
NACCC staff respondents consider the ways in which they learn about race and racism in the workplace. They report the frequency of conversation around racial inequity and injustice with campus community groups, as well as how problematic certain current race-related political topics are from their perspective. They indicate their knowledge in terms of reporting workplace racist incidents. Additionally, they report their knowledge of workplace diversity, equity, and inclusion (DEI) practices and their experience with DEI-related training received from their institutions.
ENCOUNTERS WITH RACIAL STRESS
NACCC staff respondents identify campus encounters they have experienced as racist, ranging from microaggressions and racial stereotyping to more overt acts of racial harassment and violence. They also indicate the impact of these encounters on their personal well-being. They report how often they experience racism from campus community groups and non-institutional affiliated work correspondents. Additionally, they report the degree to which racism is a problem in their immediate work environment as well as the degree to which campus officials take reports of racist incidents seriously and fairly.
WORKPLACE EQUITY
NACCC staff respondents indicate their personal experience with discrimination based on their demographic characteristics (e.g., race, gender, age, sexual orientation). They report their experience in terms of receiving support for career success and advancement. Additionally, they report how accessible and transparent their institutional policies are related to promotion and advancement.
APPRAISALS OF INSTITUTIONAL COMMITMENT
NACCC staff respondents evaluate their leaders’ demonstrated commitments to race-related DEI initiatives at their institutions. They appraise the racial diversity of their institutions as well as the process in investigating workplace racist incidents. In addition, they rate their sense of confidence in their institution’s long-term commitment to workplace diversity, equity, and inclusion.
IMPACT OF EXTERNAL ENVIRONMENTS
NACCC staff respondents reflect on their sense of well-being in the neighborhood surrounding their campuses, as well as their encounters with racism or racist incidents in those areas and in online and social environments. They also indicate the tendency of their unit leaders to address current race-related political topics. Additionally, they report the extent to which racial tension increases in the workplace due to current race-related political topics.
The NACCC Faculty Survey examines faculty member experiences in the higher education workplace, including experiences with racism in the workplace, experiences with professional development programs related to racial learning and literacy, and individuals’ appraisals of institutional commitment to racial equity, diversity, and diversity.
CONTENT AREAS
WORKPLACE MATTERING
NACCC faculty respondents indicate the extent to which they feel they matter at their institutions and also to campus community groups. They consider how comfortable they feel engaging in their workplace, as well as report their personal sense of well-being in their immediate work environment. In addition, faculty members indicate how much support they receive from their supervisor/unit leader, how often they experience disrespectful behavior in the workplace, and the degree to which their perspective is valued in workplace decision-making processes.
RACIAL LEARNING AND LITERACY
NACCC faculty respondents consider the ways in which they learn about race and racism in the workplace and indicate their knowledge related to workplace racism policies and report their knowledge of workplace diversity, equity, and inclusion (DEI) practices. They report on the frequency of their conversations regarding racial inequity and injustice with campus community groups as well as conversations about equity-minded teaching principles with faculty colleagues. Faculty respondents indicate their attitudes toward, and implementation of, equity-minded and affirmative teaching practices. They also indicate the extent to which they seek professional learning opportunities to improve their understanding of race and racism, as well as their satisfaction with DEI-related training received from their institution.
ENCOUNTERS WITH RACIAL STRESS
NACCC faculty respondents identify campus encounters they have experienced as racist, ranging from microaggressions and racial stereotyping to more overt acts of racial harassment and violence. They also indicate the impact of these encounters on their personal well-being. They report how often they experience racism from campus community groups and non-institutional affiliated work correspondents. Additionally, they report the degree to which racism is a problem in their immediate work environment and the degree to which campus officials take a report of a racist incident seriously and fairly.
WORKPLACE EQUITY
NACCC faculty respondents indicate their personal experience with discrimination based on their demographic characteristics (e.g., race, gender, age, sexual orientation). They report their experience receiving support for career success and advancement. Additionally, they report how accessible and transparent their institutional policies are related to promotion and tenure.
APPRAISALS OF INSTITUTIONAL COMMITMENT
NACCC faculty respondents evaluate their leaders’ demonstrated commitments to race-related DEI initiatives at their institutions. They appraise the racial diversity of their institutions as well as the process in investigating workplace racist incidents. In addition, they rate their sense of confidence in their institution’s long-term commitment to workplace diversity, equity, and inclusion.
IMPACT OF EXTERNAL ENVIRONMENTS
NACCC faculty respondents reflect on their sense of well-being in the neighborhood surrounding their campuses. They report their encounters with racism or racist incidents in those areas and in online and social environments. They also indicate the extent to which current sociopolitical issues are considered problematic.
WHAT NACCC PARTNERS ARE SAYING
“The NACCC set the tone for where the priorities were for my first 12 months here. Because of it, we created our equity, diversity, and justice learning series. The NACCC’s six content areas are really strong and helpful when we think about where our strategic initiatives are going to be. It allows us to pick and choose depending on what the current climate is–for that semester or for the academic year. The NACCC is such a comprehensive survey where there are multiple questions and data points that I can point to that really give reason, rationale, and justification for our division overseeing race and equity related programs.”
— Dr. Kari E. Bolen, Associate Vice President, Chief Diversity, Equity and Inclusion Officer, Title IX Coordinator, Pasadena City College (PCC)
“The NACCC report plays a prominent, featured role in reinvigorating a conversation on how diversity, equity, and inclusion works have been improved and effective. Participating in the NACCC is not only helping us by providing the campus climate data, but we are also using it to teach staff and faculty about the context of being equity-minded. In addition, the recommended action items help us facilitate good dialogues and take action moving forward on our campus. Considering that not every institutional research department has enough resources or capacity to do all the equity work that they want to do, having access to these substantial and solid campus climate surveys on students, staff, and faculty is a gift for us.”
— Bill Abasolo, Dean of Institutional Research and Planning, Southwestern College (SWC)
“We utilized the survey results and the learning from that, specifically the recommended action items, as a way to figure out what we need to do for professional developments for staff and faculty. The NACCC survey allowed us to unpack key equity topics that we really needed to focus on to reduce the equity gaps on campus. Those race and equity topics informed conversations for our “Equity by Design” team, which worked on incorporating an equity goal into our institutional strategic planning process. We also appreciate all the support during the survey administration process from the onboarding to receiving the survey report. We were very happy with the whole process and it was very smooth.”
— Erika Fenik, Director of Institutional Planning and Engagement, Lorain County Community College (LCCC)
WHAT HIGHER EDUCATION LEADERS SAY ABOUT THE NACCC
“Campus climate matters, but it is little understood or analyzed. The NACCC is a huge step in helping all members of our campus communities understand and hopefully overcome barriers to creating truly inclusive environments.”
— Ted Mitchell, President, American Council on Education
“During a time when we have seen increased racial tensions throughout the nation, it is encouraging to see scholars focus on campus racial climate in an effort to ensure that all college students feel welcomed and supported.”
— Mildred García, President, American Association of State Colleges and Universities
“The NACCC allows institutions to understand where and how mattering is differently affirmed for students. Knowing this could make campuses better”
— Bryan McKinley Jones Brayboy, President’s Professor and Special Advisor to the President on American Indian Affairs, Arizona State University
“It is impossible to achieve racial equity without understanding racial realities on campuses. The NACCC will reveal many useful realities.”
— Lori Patton Davis, Chair, Department of Educational Studies, The Ohio State University
Immediate Past President, Association for the Study of Higher Education
“The USC Race and Equity Center has developed a ‘best-in-class’ solution that fills an important gap in efforts to understand and improve racial climate on campuses.”
— Kevin Kruger, President, NASPA Student Affairs Administrators in Higher Education
“The violence in Charlottesville, Virginia in 2017 sparked Lumina’s interest in addressing racial climate on college campuses. This new national survey will be conducted by the USC Race and Equity Center as part of Lumina’s deeper investment in assuring racial and economic justice in higher education. The NACCC represents an important step toward truly understanding and improving the college experience for millions of students of color across the country.”
— Danette Gerald Howard, Executive in Residence, USC Race and Equity Center
Former Senior Vice President and Chief Strategy Officer, Lumina Foundation
Contact Us
Use this form to reach the following department contact:
For questions regarding NACCC enrollment, contact:
naccc@usc.edu
