2020-21 College Of Education Graduate Student Climate Survey Executive .
2020-21 College of Education Graduate Student Climate SurveyExecutive SummaryAbout the SurveyThe 2020-21 Graduate Student Climate Survey is a semi-annual survey of all College of Education (COE) graduate-level students designed to explore differentaspects of their graduate education experience such as academic instruction, student advising, peer interaction, and funding availability. The most recent surveywas refined from 2018-19 version but maintained most of its items. The original survey was developed collaboratively by the Office of Institutional Research, Officeof Student Services, Office of Student Diversity and Inclusion, and senior College leadership. The current version of the survey was refined by the Assistant Dean forAcademic & Student Affairs, Assistant Director of Graduate Student Services, Associate Dean for Academic Affairs, and Director of Institutional Research.The anonymous survey was administered via Qualtrics to 1,056 graduate students that were enrolled during Summer 2020 through Spring 2021 quarters. Thesurvey received 251 responses, yielding a 24% response rate and a 90% completion rate. The survey had statistically significant sample size with a 95% confidenceinterval and a 5.5% margin of error. In the results, MIT students were underrepresented, PhD students were overrepresented, and MEd, EdD, EdS, and NonMatriculated students were representative. Asian students were overrepresented in the survey, Hispanic or Latino and White students were underrepresented,and all other race and ethnicity groups were representative.Descriptive statistics, regression, and qualitative analysis were used to analyze the survey results. The open-ended responses included in this report represent asample of comments that reflect a broader theme. Please note that some open-ended questions received a smaller number of responses, (e.g., less than 20% oftotal respondents), so caution should be taken in generalizing the results. A combination of quantitative and qualitative responses should be used in interpretingthe results.About the Survey Sample 83% percent of respondents were full-time students. Half of the respondents’ first year at the COE was 2020-21. The remainder started at the COE earlier. 39% of respondents were BIPOC, 46% were White, and 5% were International. 3 out of 4 respondents were female. 39% of respondents were first-generation. 36% of respondents were multi-lingual. 24% of respondents were LGBTQ spectrum.1
Key Findings 78% of students agree that overall, they were satisfied with their experience at the COE. This is an increase from the previous 2018-19 survey (70%). Inaddition, fewer students feel ambivalent about their satisfaction than the 2018-19 survey (10% vs. 17%). Fewer BIPOC and International students are satisfied with their experience at the COE than White students. 77% of BIPOC students agree that overall,they were satisfied with their experience at the COE. This compares to 63% of International students and 87% of White students. Fewer Female and Non-binary students are satisfied with their experience at their COE than Male students. 89% of Male students agree that overall, theywere satisfied with their experience at the College of Education. This compares to 79% of Female students. 75% of LGBTQ students agree that overall, they were satisfied with their experience at the College of Education. Similarly, 78% of First-generation studentsand 78% of Multi-lingual students are satisfied. 63% of students agree that they feel a sense of belonging in the COE community. 73% of students agree that they think the COE actively supports and nurtures a culture of diversity with respect to historically excluded groups. 98% of students agree that diversity is good for the COE and should be actively promoted by students, staff, faculty, and administrators. 32% of students have experienced and/or observed specific challenging interaction(s) with faculty around diversity, equity, and inclusion practices. Themost common of these were invalidating student concerns when addressing issues of diversity, equity, and inclusion and a lack of understanding ofmicroaggressions. 79% of students feel that they had adequate funding support in their first year. 87% of students feel that the COE is committed to maintaining an anti-racist environment where BIPOC and International students are comfortable,supported, and able to succeed. 90% of students feel that the COE is a space where anti-racist work is happening. 11Please direct any questions or comments about this report to Melody Gilbert, Director of Institutional Research at mg324@uw.edu2
SURVEY RESULTSThinking about the entirety of your experience at the College of Education, please indicate the extent to which you agree with the following statements:Overall Satisfaction By Race/Ethnicity3
Overall Satisfaction by Gender IdentityOverall Satisfaction by Sexual Orientation, First-Generation Status, and Multilingual Status4
Which of the following best describe(s) the primary type of work you hope to do immediately after you complete your degree?Other: BCBA, Coaching and Education, Director of Teaching and learning, Early Intervention Educator/Specialist, Instructional Leadership, Sports Media5
How much have the following helped your educational progress at the College of Education?How much have the following hindered your educational progress at the College of Education?6
KEY COMMENTSIs there anything else you'd like to share about what has helped/hindered your educational progress? (68 responses; 27% of total respondents)Academic Assistance Advising and academic assistance needs to be a proactive process especially during a year when access to support is limited in many ways. It can’t just be aline at the end of a syllabus. Lack of support and timely preparation (in the form of advising, available courses on offer, course sequencing, and program expectations) for researchmilestones that were not presented until much later in my academic career.Adviser Issues Navigating the adviser experience has been very challenging - not having a sense of clarity, options for challenging dynamics, or resources (besides fellowadvisees) for managing challenges Poor faculty advising - minimal support and mentorship; weeks or months without engaging with or hearing from my adviser The lack of support and guidance from my adviser during such a challenging time has been very disappointing and frustrating.Diversity Issues As someone who has been working in the educational field for a while and as a person of color, much of this education was centered on educating whitepeople who have never been inside a classroom. I am very disappointed in my time here Lack of accountability for faculty members who abuse students in research/teaching relationships and control funding. CoE leadership not taking studentconcerns seriously. Faculty lack of race/equity content in coursework and inability to facilitate discussion that causes harm for students of color. Too muchvariability in milestone completion that allows faculty advisers to be obstacles to student progress and no oversight from leadership. Recruit more Black and Brown students and admit them. The demographics of this latest quarter should be an embarrassment. Hire more Black and Brownprofessors. This is an amazing program in an academic/professional sense, though I’d actively discourage Black and Brown students from attending at thispoint.Coursework outside of major/COE I have been unsuccessful in getting into classes outside of my college to fulfill graduation requirements. The process needs to be easier. Yes, I would love if the COE has stronger ties with other colleges within UW so we can take coursework outside of our major.COVID/Online Learning Being a virtual graduate school during a global pandemic was challenging beyond anything I could've ever imagined. I wish with all my heart I could've beenon campus and experienced grad school physically at the COE, but my faculty and peers made it the best it could've been and I appreciated how receptiveeveryone was to student feedback about virtual settings and what is realistic/healthy to ask of students. Having remote class options has been a SIGNIFICANT aid. Please try to have asynchronous options available in the future - it was key in what allowed me toattend the classes I could. I felt like online learning really made it so I couldn’t network with my classmates and peers as much. Networking and knowing whose who in highereducation is extremely important, so this was a bummer. I know it was unavoidable though.7
Virtual learning was difficult, it was harder to make connections with peers and instructors, but not impossible.Funding I did not understand funding. The lack of funding opportunities for students. Something that has greatly hindered my educational progress is the incredibly inequitable process of the state tuition waiver. Firstly, I would not even haveknown about it had another grad student told me about it, Secondly, the process was so confusing and information so conflicting, that I ended up not beingable to use it, costing me at least 11,000 that I could have saved had I gotten the waiver Research Methods Coursework I would like to see more course offerings offered regularly around qualitative research methods (for example, discourse analysis, educational ethnography,etc.) that are not part of the year long qual methods sequence As a Ph.D. student, there is an expectation to know how to conduct research - qualitative, quantitative, and mixed methods research. However, the COE isdoing the students a disservice by offering the mixed methods class once every two years.8
Please rate the overall climate of the College of Education on the following scale, e.g., Friendly 1 and Hostile 7.(The mean rating for all items is 2)Please elaborate on any rating made above. (53 responses; 21% of total respondents)Accepting of Religions: Unaccepting of Religions accepting of religions is not explicitly known. Accepting of religions: In only one of my spaces was Ramadan mentioned and a community effort to refrain from drinking/eating on zoom was discussed Religion was indeed covered in our last sessions. However, I left with a feeling that it was not as covered nor welcomed as other identities. Religion is a vitalidentity. In fact, for those who identify with it, it is the MAIN one. As a parent, I have seen it being pushed further away from schools lately. It is pivotal thatthe College of Education plays a role in correcting this and making sure schools offer a safe space for all identities.9
Politically Accepting: Politically Unaccepting I would be uncomfortable sharing any conservative political views in many of my classes. It would be disingenuous to say that the program is politically accepting. Anyone on the right 50% of the political spectrum would not feel comfortablesharing their views or offering critical commentary on the vast majority of the curriculum. there is a clear political ideology throughout the program. While I align with greater political view point, I think there could be room for more nuancedconversations and spaces to grapple with gray areasAntiracist: Racist You can tell there is an emphasis throughout classes towards anti-racism, centering communities, and keeping a critical mindset. There is out of classsupport offered to BIPOC / international / LGBTQIA identifying students. Once again more proactive advising, academic assistance, and support wouldenhance the overall climate of the COE as well. The college does have some work to do with respect to certain faculty regarding racism. Ongoing training/education would benefit faculty. At least in the program I’m in, the college and faculty claim to be anti racist, but it feels pretty performative. They have canned responses to when there’s,for example, multiple instances of police violence in the news. But there aren’t comments about it on the other weeks that violence continues to happen. Itfeels like when it’s in the news they say something, but ignore the constant oppression that doesn’t always make the news. Most professors also didn’tmake any comment about the violence in the Middle East. Additionally, it feels performative in that we are often told WHY we need to be antiracist in ourwork, but not HOW. It is ongoing work, and we all must forge a path forward together, but it often comes off as if the professors think that they knoweverything about anti racist education, but aren’t sharing how to practice it (seemingly because the answers aren’t there yet). It’s frustrating to know whyit’s so important to change the systems and change the way we teach, but to not know how.General Feedback I felt welcomed and connected. Wish that I had more opportunities to integrate myself into the community. I think students here are open-minded. I would prefer some classes on implicit biases. (or an orientation) I appreciate the flexibility and grace the faculty members I've interacted with during Covid-19. I attended the UW College of Education for 5 years as both an undergrad and grad student. In a few words I am pretty satisfied with my overall experienceat this department and am considering of returning for a second Master's Degree. This says a lot about the UW College of Education. While overall the CoE promotes itself with a friendly, respectful, and caring atmosphere, there have been too many individual stories during my time takingclasses that demonstrated sexism, lateral racism, and English-speaking bias that was not navigated well.10
Please indicate the extent to which you agree with the following statements.Based on the following identity characteristics, do you feel that they are valued at the College of Education?11
Have you experienced and/or observed specific challenging interaction(s) with faculty (i.e., any instructor or professor associated with the College) arounddiversity, equity, and inclusion practices?Which of the following challenging interactions with faculty have you experienced and/or observed? Check all that apply.12
Other Triggering sharing about sexual assault or suicide in school settings (it’s an appropriate topic but I felt instructors made light of it or treated it as expected).Victimization and infantilization of BIPOC.Assumptions about technological know-how.Many folks (particularly white folks) think they’re being inclusive but aren’t actually giving up power or understanding that other people still feeluncomfortable.Overworking advisees.Please share specific example(s) of what you have observed and/or experienced. (Feel free to share as much or as little detail as you feel comfortable.) (28responses; 11% of total respondents) It was a frequent occurrence that I was expected to speak for minoritized-marginalized and racialized groups in my classes which lacked diversity all aroundI remember painfully during my first year in graduate school that a White professor told me that she didn't believe I had written my analytical essay becausethe academic language I used "did not sound like me." She reminded me about the plagiarizing policy and continued to say she had never heard me use"transition words" in my speech. I began to internalize her words and wondered if all my professors had this preconceived notion about me based on myskin color, my name, my ethnicity, my language, or my gender. I wanted to quit the program and drop my graduate studies altogether.Professor asked me if English was my first languageProfessor used text that referred to those in LatinX communities being less capableStatements that feel discriminatory against mothers taking time off to bond with baby, or needing to leave class to pump breastmilk.Frequent assumptions regarding students' socioeconomic comfortability, expectations that students have access to a car, are available to freely collect dataor take on unpaid additional training opportunities for additional learning experiences that are not part of set courseworkmicroaggressions - adviser making comments about the "smell" of certain types of cultural foods; assumptions about religious activities, lack ofacknowledgement of religious holidays or the impacts of certain religious activities/holidays such as Ramadan (i.e., drastic change in sleeping and eatingschedules, energy, priorities and increase in other non-academic activities, etc. and the impact on meeting school assignment deadlines/requirements).Some faculty need to take into account the boundaries that exist for graduate students in terms of being overworked, which is a very common problem. Ireceived emails at all hours of the day/night, sometimes evening texts/phone calls with the expectation to answer. This also included the expectation tocontinue to go well over weekly hours despite telling the faculty member that you are over your hours. This is very difficult being a student parent of ayoung child and unreasonable with regard to hours.Given the example(s) you have provided, how could the faculty member have handled the situation more appropriately? (22 responses, 9% of totalrespondents) Approach students with curiosity and explore how they can be supported as needed and how the faculty can better meet their needs.Allow for diverse thought. Model accepting different opinions. Don't reinforce students parroting off a list of diversity terms with no context and noelaboration feels like it closes off discussion and thought.Not ignore students of color concerns. Actual changes to classroom practice and curriculum.Provide proper support and mentorship13
Be a moderator and state facts. We don’t want you to attempt to use humor to diffuse tense situations in classrooms.Is there anything else that you would like to tell us about how the level of diversity in the College of Education has affected your graduate educationexperience? (41 responses, 19% of total respondents) The College of Education has the most caring faculty I have ever encountered in my life and it has sustained me even In the troubling times I am goingthroughDo not hire white teachers to teach classes about the struggles of BIPOC students. Regardless of how many degrees or experience a white person has, theywill never truly be able to comprehend the struggles of BIPOC students. By teaching diversity classes as a white professor, you are speaking for BIPOCstudents. Let BIPOC students and teachers speak for themselves. Do not take these opportunities away from BIPOC educators in the future. As whiteeducators, please stop placing yourselves in positions of authority on these subjects when you do not have the qualifications. A white person should neverbe considered more qualified to teach these topics than a BIPOC person. No matter how many degrees or experiences a white person has on BIPOCexperiences or systemic issues, they will never be more qualified than a BIPOC person. Do better.I appreciate the diversity, especially in my program. I feel very comfortable, and I strongly agree that I am representative of my program and my field ofresearch, even though I am an international student. I really appreciate the efforts made by our faculty and the college advisers!As an older student at the UW, I have struggled in so many ways this year: socially, academically, and administratively. I knew that I felt like an outsider insociety but expected that this program would be a safe refuge because of its reputation for inclusivity and diversity. It was the opposite! If I graduate, it willbe despite my experience in the CoE.I have loved the emphasis on social justice, especially with the last year being so emotionally fraught. I hope this continues, and all injustices arehighlighted, even when the media isn't talking about them.I think the lack of funding really inhibits the amount of racial and socioeconomic diversity at the university. And the way funding is so often tied to personalconnections with faculty make it a struggle as well.I think the level of diversity and inclusion in the College of Education is the most widespread and conscious I have been a part of.Our schools need more teachers who elevate the voice of minorities. We need teachers of color, Hispanic, Asian, Muslim, non-English speakers, etc. Thatbeing the case, the College of Education should be recruiting more teacher candidates from those minorities to fill in the gap.Is this your first year as a graduate student in the College of Education?14
FUNDINGDid you find funding in your first year?Do you feel that you had adequate funding support in your first year?Do you feel that the College of Education has an adequate support system in place for obtaining funding?What has been your experience with obtaining funding? (21 responses, 10% of total respondents) Aside from obtaining scholarships I had a pretty good chance at earning more funds through departments/ programs of which I applied to.Lots of loans through the state and some grantsResources are available to help find funding but funding is still difficult to find.I have applied for so many funding opportunities, but the ones that actually worked out for both this year and next year were things I found out aboutthrough word of mouth. I obviously have no problem with this personally since I've been fully funded thus far, but it is a wildly inequitable system.I received a COE scholarship. I appreciate the funding, but I wish there was more transparency about scholarships that are for full-time vs. part-timestudents.15
In your first year, did you obtain an RA/TA/GSA position?How did you first hear about your most recent primary RA/TA/GSA position?16
Please list or describe common tasks as part of your most recent primary RA/TA/GSA? (7 responses, 3% of total respondents) Assisting head teacher with administrative tasksPlanning and leading remote learning sessionsevaluate grant proposals for the Gates foundation using an equity rubric, run summary statistics and compile a report, present the report to foundationstaff, conduct literature reviews on topics relevant to further understanding of the rubric in practice, attend and present at a foundation community ofpractice event, compile report using literature reviews and feedback from foundation grantees, design and create website using literature reviewsgrade papers and encourage studentsleading quiz sections, lecture support, gradingResearch for a projectTA, Instructional coach at ELTEPOn average, how many hours per week did you work during your most recent primary RA/TA/GSA position? (9 responses, 4% of total respondents) 10-15 (3 responses)18-20 (5 responses)30 (1 response)During peak times, how many hours per week did you work during your most recent primary RA/TA/GSA position? (9 responses, 4% of total respondents) 12-18 (3 responses)20-29 (3 responses)3- (3 responses)How has your experience as an RA/TA/GSA prepared you for your ideal career post-graduation?17
How would you rate your satisfaction with your most recent primary RA/TA/GSA position?Please describe your experience with your most recent primary RA/TA/GSA position (2 responses) I loved it so much it was so amazing.simple to do and stress freeHave you used data or work from your RA/TA/GSA position in any of the following?18
Did you have unfunded opportunities to do research with faculty?Were you able to use data or work from this unfunded experience in any of the following?What else would you like to tell us about how your experience at the College of Education with respect to funding? (3 responses) HELP STUDENTS WITH FUNDING PLEASE!!!!! Especially graduate and out of state students. Most scholarship opportunities are for undergraduate or in stateonly students.I would not be able to be here without funding.It's very hard to find!19
COVID-19Relative to before COVID-19, how would you rank your:Please help us understand the range and diversity of experiences by sharing any further information on your quality of life during COVID-19. (41 responses; 16%of total respondents) Because of child care I had to push back the expected completion of my dissertation by at least a year. Because of some lack of flexibility with faculty andmy defense date I will need to push back the defense by at least a quarter (no accommodations for Covid or other personal circumstances)Covid has been stressful, but I feel as though the faculty did a good job understanding students new levels of ability and adjusted their expectations fairly.From completing my Master's in Teaching to finding an employment opportunity, I can say that it was challenging yet was able to overcome the hardshipspresented during the pandemic.Graduate school is about networking as much as it is about the academic content you learn in classes. It is unfortunate that there have been such limitedopportunities for connecting with peers.20
Half of my degree was earned during the pandemic. It wasn't ideal, but we made it. I missed seeing our cohort in person.I completed my B.A. at UW online, so this transition to online learning has been super easy for me. My only struggle is that I started to get used tointeracting with peers and instructors while in-person, and had a hard time trying to maintain relationships via distance learning.I have a hard time scheduling appointments to meet an academic adviser to check in. I can email to reach out to academic advisers for questions orconcerns only.I have been pretty isolated and not being able to socialize has impacted my mental healthI know it's really hard for students and faculties to online meetings. There are some tips: Sent the emails as many as possible to help students engage in thecommunity. Some events time could consider international students' time zone so that they will have time to engage.The pandemic and virtual learning has made it easier to pursue this degree while working, but at the same time I believe I could get more value out of inperson learning. I think there have been pros and cons to learning during the pandemic.Do you feel that you've had sufficient communication in the following areas from the College of Education to be successful in your program while remote?(Select all that apply)21
How would you rate your recent experience transitioning to online instruction at the College of Education?Do you feel that the College of Education is committed to maintaining an anti-racist environment where BIPOC and International students are comfortable,supported, and able to succeed?Do you feel that the College of Education is a space where anti-racist work is happening?22
Can you give an example of where you've seen anti-racist work happening in the College of Education? (77 responses, 36% of total respondents) I have seen it in every single class I've taken. Also, in the out-of-class online events hosted by the College of EducationMy professors did a great job specifically highlighting work by BIPOC researchers and talking about educational disparities around race.Specifically talking about anti-racism and structural oppression with undergrads from different colleges- engaging in discussion across disciplines &identities around the role of education in anti-racist work. Centering of Black & Indigenous pedagogies, scholars, ways of knowing, and research in coursework.Throughout all of our coursework, discussions, racial caucusing groups, coaching, etc. It has been happening almost everywhere I feel like.Our professors talk about it all the time. Our racial caucusing groups were valuable. Many of the course readings were geared toward it.In professor's research and workAnti racist practices and teaching strategies are shared throughout nearly every course I've taken at the college of ed. We read, speak about it, and findways to turn it into practice.Where do you feel the impacts of this work are the greatest?Other (5 responses) Impacts of the work will hopefully have the greatest impact once we are back in schools and safely able to engage and support our communities again. Maybe in field placements/future classrooms? Nowhere Practicum/internship experiences still a work in progress23
Is there anything else you'd like to share about your experience at the College of Education that this survey didn't cover? (25 responses, 12% of totalrespondents) Attention to mixed race identities would be helpful, maybe some online way of community building in the collegeI am wondering about access to services, events, and opportunities for graduate students that are full-time works outside of teaching. My experience hasbeen limited due to events scheduled during the middle of the day or the expectation to attend class from 8AM-5PM. I got the sense that COE is willing toadapt to teachers or UW student-workers, but that's a narrow focus in my opinion.It is becoming unsustainable to survive on the salary/stipend offered to students. This is an incredible expensive city to live in, there are few safe options forfamily housing and single parents. The current family housing has really high rates of crime with little fencing and our bedroom ceiling caved in on usbecause it was damp and moldy. The college of ed needs to advocate with the union for better pay and safer more accessible housing. These issues are atcrisis level and many students are struggling, particularly those with children.It would have been great if faculty could try and make themselves more available with drop in office hours or some sort of monthly socializing hour.It’s up to you to be a part of all the listservs. It is very much up to you and what you can find out about the different opportunities. There is minimal supportfrom the institution itself in making opportunities for connection, support from mentors, and funding pathways transparent and accessible.Overall, I
The 2020-21 Graduate Student Climate Survey is a semi-annual survey of all College of Education (COE) graduate-level students designed to explore different aspects of their graduate education experience such as academic instruction, student advising, peer interaction, and funding availability. The most recent survey
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