We report findings in five key areas. Within each area we identify findings that contribute to goals of CDSJ and can serve as strengths to build on in addressing factors that detract from these goals. We caution readers that this summary only provides a gloss of the report. For a full and detailed picture of the assessment findings, the full report needs to be read.

Goals and Values: Survey respondents indicate strong support for goals of Community, Diversity, and Social Justice as central to the mission of UMass. This affirmation of CDSJ as central to the mission of the University is a key finding and a foundation upon which to build. Reports on day-to-day experiences, however, indicate that Blacks, Latinos, and Native Americans are less likely than Whites to believe that there is respect for cultural diversity on campus. Another important theme arises around social-class differences, indicating that there is a lack of respect felt across job classifications, especially among classified staff.

Personnel Policies: Survey respondents voice widely a concern about whether the University is "making good" on promises of diversity and equity. Whites and Asians see the campus as more diverse than do Blacks, Latinos, and Native Americans. White males report the highest level of satisfaction across the board. While the University has made some progress in increasing the percentage of women in all job classifications, we still have a low percentage of racial minorities in all job classifications.

Work Environment: Analyses of the survey data identify two overarching issues of importance: In general, employees have relatively positive perceptions and experiences within their immediate work environment, feeling that co-workers treat them with respect and that the workplace climate is not homophobic, racist, or sexist. However, employees are less satisfied with the campus climate as a whole. Further, employees' perceptions and experiences vary, sometimes dramatically, by identity groups. Generally speaking, individuals who identify as being in traditional minority groups (i.e., ALANA, disabled, women, lesbian, gay, bisexual) or who are employed as classified staff members or lecturers experience more discrimination and, to varying degrees, perceive the environment less positively.

Management Practices: Employees generally rate the quality of day-to-day supervision they receive from their immediate supervisor positively, although satisfaction varies significantly by gender within college/unit. Further, a significantly higher number of classified staff members, in comparison to other employee groups, perceive that their job description does not adequately describe their duties and that they are being asked to take on responsibilities not in their job descriptions. The failure to fund contracts is a significant demoralizing factor for all.

Teaching and Learning: A finding to build on is that faculty believe that CDSJ concepts should be central to the way they teach and somewhat central to the content of their courses. Significant differences emerge, however, by gender and school/college unit, with male faculty tending to view these concepts as less central to pedagogy and content than female faculty. A second finding to build on is that 70 percent or more of undergraduates in each racial/ethnic group surveyed report that in their classes, they have had opportunities to learn about different racial and ethnic groups in a non-threatening way. Still, students' reports of classroom experiences vary in statistically significant ways by race, as do students' beliefs about the institutional commitment to an environment supportive of diversity. In general, White and Asian students perceive more of an institutional commitment than Black, Latino, or Native American students see.