Results on the Student Wellbeing Key Performance Indicators FOR RELEASE on April 2022
A Data Report provided by the USC Well-being Collective from the USC Student Wellbeing Index Survey in 2021
FOR INQUIRIES:
Paula Swinford, Director Oliver Tacto, Associate Director of Media and Assessment Lauren Martinez, Senior Biostatistician Diane Medsker, Senior Learning and Development Specialist Andrea Moore, Manager, Student Engagement Alejandra Barreto, Research Assistant
RECOMMENDED CITATION USC Well-being Collective, April 2022, "Results on the Student Wellbeing Key Performance Indicators"
For additional questions, please contact: USC Student Health, Office for Health Promotion Strategy, Backbone for USC Well-being Collective at wellbeingcollective@usc.edu
1
Table of Contents
About USC Well-being Collective Measuring Impact Introduction Methodology Limitations Demographic Definitions Student Wellbeing Key Performance Indicator Definitions Positive Sense of Belonging Fairness and Equity in the Classroom Fairness and Equity outside the Classroom Positive Mental Health At-Risk Drinking At-Risk Drinking among Undergraduate Students Sexual Assault Upstanding Behaviors Call to Action Appendix A: Participant Characteristics from SWIS Appendix B: Participant Characteristics from AlcoholEdu for College Survey Acknowledgment
Copyright 2022 USC Well-being Collective 2
3 3 4 5 5 6 7 8 9 10 11 12 13 14 15 16 17-19 20-21 22
About USC Well-being Collective
Guided by the principle that wellbeing is created where people live, learn, work and play, the USC Well-being Collective was established to bring together a coalition of campus partners to advance student health and wellbeing. The USC Well-being Collective harnesses the power of Collective Impact for a variety of distinct and often siloed academic departments, administrative units, recognized student organizations and local non-profits to come together and work with the whole student community towards one common agenda: strengthening a campus culture driven by student wellbeing. This common agenda is supported by four interrelated strategic goals: 1. Enhancing the culture of equity and inclusion 2. Creating a culture where individuals and communities thrive 3. Disrupting the culture of at-risk substance use 4. Fostering a culture of consent and healthy relationships
Measuring Impact
To track progress, members of the student community and participating partners worked with USC Student Health, Office for Health Promotion Strategy, backbone for the USC Well-being Collective and identified eight population-level Student Wellbeing Key Performance Indicators (KPIs) to regularly report and share with the whole USC community. These KPIs represent essential common values and begin to measure movement towards the common agenda. The following is a list of the 8 Student Wellbeing KPIs: 1. Positive Sense of Belonging 2. Fairness and Equity in the Classroom 3. Fairness and Equity out of the Classroom 4. Positive Mental Health 5. At-risk Drinking among All Students 6. At-risk Drinking among Incoming Undergraduate Students 7. Sexual Assault 8. Upstanding Behaviors
A repository of USC Well-being Collective data reports are available to view and download at uscwellbeingcollective.usc.edu. 3
Introduction
The University of Southern California is multi-faceted, consisting of traditions, aspirations and the settings we share. Wellbeing is one of USC’s core values. Wellbeing lives at the intersection of human health, earth justice, and social justice. It will require systems and setting approaches that embrace not only human health but also equity, sustainability and new definitions of belonging. As such, it is critical that each of us play our part in an institution-wide commitment to create wellbeing in each of our units and spaces throughout the university. Using a collective impact framework, we aspire to support our students to achieve their fullest potential by making wellbeing a strategic priority. This report is one of several that highlights the nuanced assets, gaps, and needs within our student communities based on their intersectional identities. Student communities helped to shape this report by reviewing survey items and providing essential feedback as well as by responding to initial data, providing key insights to help us learn and become better partners. I highly encourage you to explore the student wellbeing key performance indicators in this report, review the disparities of our student populations by different demographic factors, and see how specific student groups present their wellbeing in comparison to the aggregated student population. It is our hope that USC students, staff, faculty and campus leadership utilize this data to conduct further research, gather community feedback, and advocate for the resources necessary for policy change and environmental enhancement and sustainability. I invite you to reflect on the valuable work each of us can contribute to strengthening a culture driven by student wellbeing on our campuses, through personal actions and systemic change. At the University of Southern California, we are at the forefront of innovation and positive culture change in higher education. Together we can shape an important landscape to create an Okanagan Charter Health Promoting University. Your insight and feedback on this report is always welcome, as it contributes to our common agenda. May you know wellbeing in person, place and planet. Sincerely, Paula Swinford, MS, MHA, FACHA Director, Office for Health Promotion Strategy, USC Student Health Clinical Instructor, Department of Family Medicine, Keck School of Medicine USC Student Health | Keck Medicine of USC University of Southern California
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Methodology The primary source of data in this report is derived from the Student Wellbeing Index Survey (SWIS) that was conducted online from March 15 - April 30, 2021. The goal of the SWIS is to provide annual tracking of USC students' views and experiences on student wellbeing and measure the USC Well-being Collective Key Performance Indicators (KPIs) in the areas of sense of belonging, perception of being treated fairly and equitably in and out of the classrooms, positive mental health, at-risk drinking, sexual assault, and upstanding behaviors. All 45,254 students who have been screened to be 18 years or older and currently enrolled at USC were invited to participate in SWIS. The estimated margin of error at 95% confidence level was +/-1.2%. The survey is subsequently weighted to be representative of the USC student census population by sex, race/ethnicity, campus location, degree level, online program, and academic school. The weighted sample of 6,072 all students was used for data analysis in this report. The second data source for an indicator on the rates of at-risk drinking among incoming undergraduates after their initial six weeks on campus comes from the 2020/2021 AlcoholEdu Survey (as of May 12, 2021). AlcoholEdu is a research-based online alcohol education program designed to assist students in developing personal decision-making skills regarding alcohol use in college. All incoming first year and transfer undergraduate students are required to complete AlcoholEdu before the start of the semester and after six weeks upon their arrival. Data were not weighted because all First-year and Transfer Undergraduates (N = 5,632) were required to complete the survey.
34.6%
Please refer to the tables in the Appendix I: Participant Characteristics of SWIS (pp. 17-19) and Appendix II: Participant Characteristics of AlcoholEdu (pp. 20-21) for the breakdown of the number of survey participants by each demographic.
Limitations Limited data are available from groups who are less represented on campus. In order to avoid the erasure of experiences of these students, data from these small groups are included in this report. Information from the statistical test comparing groups to overall students (indicated by the color of bars in figures) may be helpful in understanding the meaning of these data. We recommend using these data alongside other sources (for example, personal narratives, national data, etc.) to contextualize the information provided in this report. 2
Future studies to highlight the experiences of the student community with intersectional minoritized identities (e.g., undergraduate transwomen of color who are also first generation students) should consider other research methods such as qualitative focus groups and in-depth interviews as alternative modes of data collection.
44.3%
5
Disparities in Wellbeing USC Well-being Collective DEMOGRAPHIC A DEFINITIONS Special Data Report on LGBTQ+ Semi-Annual Update
All students
February 2020 February 2020 July 2020 October 2020 Total sample of survey respondents who were undergraduate students and enrolled in an on-campus program at USC.
AIAN
Students who reported their race/ethnicity to be American Indian or Alaskan Native.
Cis-hetero men
Students whose gender identity and sex at birth are male and their sexual orientation is exclusively heterosexual.
Cis-hetero women
Students whose gender identity and sex at birth are female and their sexual orientation is exclusively heterosexual.
LGBTQ+
For this report, it is an inclusive acronym for students who identi ed as lesbian, gay, bisexual, transgender, queer or questioning, plus other non-cisgender identities (genderqueer, gender non-conforming, non-binary or self-identify) and non-heterosexual orientations (asexual, pansexual or self-identify).
MEA
Students who reported their race/ethnicity to be Middle Eastern, Arab, or Arab American.
NHPI
Students who reported their race/ethnicity to be Native Hawaiian or Paci c Islander.
TGNS
Students who reported their gender identity to be trans male/trans man/transmasculine, trans female/trans woman/transfeminine, genderqueer/gender non-conforming, non-binary or self-identify.
GN
Students who reported their gender identity to be genderqueer/gender non-conforming or non-binary.
Transfer
Undergraduate students who were rst enrolled at USC as a transfer student from another college/university.
First generation
Students who would be the rst generation in their family to graduate with a Bachelor's Degree.
Living with disability
Students who reported to have been diagnosed with any of the following: ADHD, Autism Spectrum Disorder, chronic mental health condition (e.g., depression, PTSD, anxiety disorder, etc.), chronic medical condition (e.g., cystic brosis, diabetes, chronic pain, etc.), learning disability, mobility-related disability (e.g., spinal cord injury, muscular dystrophy, etc.), sensory disability (e.g., hard of hearing, low vision, etc.) or other disability /chronic condition.
Affiliated with military
Students who were currently in Reserve Officers' Training Corps (ROTC), in Military Reserves or National Guard, Now on active duty, on active duty in the past 12 months, or on active duty beyond the past 12 months.
UG at UPC
Undergraduate students at the University Park Campus.
G-UPC
Graduate students at the University Park Campus.
G-HSC
Graduate students at the Health Sciences Campus.
G-Online
Graduate students in an online program.
Professional Doctorate
Includes DDS (Doctor of Dental Surgery), DMA (Doctor of Music Arts), DNA (Doctor of Nurse Anesthesia Practice), DPPD (Doctor of Policy, Planning and Development), DPT (Doctor of Physical erapy), DRSC (Doctor of Regulatory Science), DSW (Doctorate of Social Work), EdD (Doctor of Education), JD (Juris Doctor Degree), MD (Doctor of Medicine), OTD (Doctorate of Occupational erapy), PharmD (Doctor of Pharmacy).
Registered with OSAS
Students who have registered with the USC Office for Student Accessibility Services.
*See Appendix A at the end of this report for the number of respondents in each demographic category. 6
Students
STUDENT WELLBEING KEY PERFORMANCE INDICATORS DEFINITIONS
Positive Sense of Belonging
Sense of belonging is a composite index of 5 items ( e Healthy Minds Network, 2018) such as: "I feel valued as an individual at USC," "I feel I belong at USC," "I have considered leaving USC because I felt isolated or unwelcomed (reversed coded)," "USC is a place where I am able to perform up to my full potential," and "I have found one or more communities or groups where I feel I belong at USC." Respondents rated their agreement with these items from (1) strongly disagree to (5) strongly agree. Students with positive sense of belonging have a summative score of at least 20 out of 25 points on this index.
Fairness and Equity in the Classroom
Respondents rated their agreement from (1) strongly disagree to (5) strongly agree to this statement: “I am treated fairly and equitably in classrooms and classroom settings,” ( e Healthy Minds Network, 2018). Students who feel they are treated fairly and equitably in the classroom answer either (4) agree or (5) strongly agree.
Fairness and Equity outside the Classroom
Respondents rated their agreement from (1) strongly disagree to (5) strongly agree to this statement: “I am treated fairly and equitably in out-of-classroom university spaces,” ( e Healthy Minds Network, 2018). Students who feel they are treated fairly and equitably out of the classroom answer either (4) agree or (5) strongly agree.
Positive Mental Health
Measured using the Flourishing Scale (Diener et al., 2010) with 8 items such as: "I lead a purposeful and meaningful life," "My social relationships are supportive and rewarding," "I am engaged and interested in my daily activities," "I actively contribute to the happiness and well-being of others," "I am competent and capable in the activities that are important to me," "I am a good person and live a good life," "I am optimistic about my future," and "People respect me." Participants rated their agreement from (1) strongly disagree to (7) strongly agree. People with a positive mental health score 48 or more out of 56 in the scale, an average of at least 6 (agree) for all the items.
At-risk drinking
At-risk drinking is de ned as 4 or more drinks for women, 5 or more drinks for men, and 4 or more drinks for unknown biological sex/intersex in one occasion for the past two weeks (National Institute on Alcohol Abuse and Alcoholism, 2015).
Sexual assault
Participants were asked: "In the past 12 months, have you experienced any unwanted sexual contact? Please count any experience of unwanted sexual contact, e.g., touching of your sexual body parts, oral sex, anal sex, sexual intercourse, and penetration of your vagina or anus with a nger or object that you did not consent to and did not want to happen regardless of where it happened."( e Healthy Minds Network, 2018).
Upstanding Behaviors
Measured by students who have reported to have intervened (by trying to help) for someone in at least one of the following situations: 1) drinking too much; 2) at risk of being sexually assaulted; 3) using harassing language towards others; 4) under emotional distress or suicidal; and 5) physical altercations ( e Healthy Minds Network, 2018).
Diener, E., Wirtz, D., Tov, W., Kim-Prieto, C., Choi, D. W., Oishi, S., & Biswas-Diener, R. (2010). New well-being measures: Short scales to assess flourishing and positive and negative feelings. Social Indicators Research, 97(2), 143-156. The Healthy Minds Network (2018). The Healthy Minds Study (HMS): Questionnaire modules. Retrieved from https://healthymindsnetwork.org/# National Institute on Alcohol Abuse and Alcoholism. (2015). Drinking levels defined. Retrieved from https://www.niaaa.nih.gov/alcohol-health/overview-alcohol-consumption/moderate-binge-drinking 7
Positive Sense of Belonging
February 2020
RACE/ETHNICITY
36.7%
All students Domestic Students AIAN Asian American Black/African American Latinx/Hispanic MEA Multiracial/Biracial NHPI White/European American Other International Students International Asian International Non-Asian
38.4% 35.4% 35.5% 36.8% 32.7% 37.3% 26.3% 38.2% 37.2% 28.8%
GENDER IDENTITY & SEXUAL ORIENTATION
Cis-Hetero Man Cis-Hetero Woman LGBTQ+ ytitnedI redneG
Woman
Genderqueer Non-binary
among all
Self Identify
students***
noitatneirO lauxeS
Asexual Bisexual
8.2% 9.7% 23% 22.8%
Queer Questioning Self-Identify
4th Year UG 5th Year+ UG
30.4% 26.1% 41% 32.6% 40.7% 31.8% 37.1%
G-UPC
-15.8%
41.9%
G-HSC
46.7%
G-Online
26.5% 29.5% 40.5% 38.7% 28% 31.2% 27.8% 24.6% 28.4%
32.5%
Prof Doc. UG at UPC
22.8%
30.6%
Master PhD
38.6%
Gay
Pansexual
3rd Year UG
48.7% 51.0%
Heterosexual Lesbian
2nd Year UG
39%
Trans male
34.1%
1st Year UG
82.2%
Transgender
At-Risk Drinking
8
23.1%
TGNS
36.7%
All students
39% 35.2%
Man
Trans female
DEGREE & CAMPUS LOCATION
36.7% 39.8% 37.8% 30.2%
All students
38.4%
Groups with significant differences from all students (<.05)
OTHER DEMOGRAPHICS
First Generation Not Living with disability or chronic condition Living with disability or chronic condition Not A liated with the Military A liated with the Military
34.4% 39.8% 31.1% 36.5% 39.9%
Fairness and Equity in the Classroom
February 2020
RACE/ETHNICITY
82.3%
All students Domestic Students AIAN Asian American Black/African American Latinx/Hispanic MEA Multiracial/Biracial NHPI White/European American Other International Students International Asian International Non-Asian
76.1% 82.3% 72.6% 80.7% 78.9% 79.5% 80% 84% 75.2% 84.3% 83.2%
GENDER IDENTITY & SEXUAL ORIENTATION
All students Cis-Hetero Man Cis-Hetero Woman ytitnedI redneG
LGBTQ+ Man Woman TGNS Transgender Trans male
Trans female Genderqueer
At-Risk Drinking among all
Non-binary students*** Self Identify noitatneirO lauxeS
Asexual Bisexual Gay
Heterosexual Lesbian Pansexual Queer Questioning Self-Identify
DEGREE & CAMPUS LOCATION
74.8% 77.3% 78.9% 84.2% 75.5% 73.4% 69.4% 75.4% 80.2%
82.3%
All students
82.3% 85.4% 83.1% 76.6% 84% 81.7% 68.7% 84.4% 87.5% 80.7% 60.9% 38.6% 65.3% 71%
Groups with significant differences from all students (<.05)
87.4%
1st Year UG
81.6%
2nd Year UG 3rd Year UG
76.9%
4th Year UG
79% 80.2%
5th Year+ UG 82.2%
51.0%
Master
84.6%
PhD
83.1%
Professional D.
78.5% 81%
UG at UPC 22.8%
81.8%
G-UPC
-15.8%
84.5%
G-HSC
86.1%
G-Online OTHER DEMOGRAPHICS
First Generation Not Living with Not Living with disability disability or chronic or chronic condition condition Living with disability or chronic condition Not A liated with the Military A liated with the Military
81% 84.9% 77.1% 82.5% 82.1%
9
Fairness and Equity Outside the Classroom
February 2020
RACE/ETHNICITY
74.6%
All students Domestic Students AIAN Asian American Black/African American Latinx/Hispanic MEA Multiracial/Biracial NHPI White/European American Other International Students International Asian International Non-Asian
70.5% 76.9% 64.2% 71.7% 74.2% 74% 72.9% 76% 58.6% 75.7% 77.7%
GENDER IDENTITY & SEXUAL ORIENTATION
All students Cis-Hetero Man Cis-Hetero Woman ytitnedI redneG
LGBTQ+ Man Woman TGNS Transgender Trans male Trans female Genderqueer
At-Risk Drinking among all
Non-binary students*** Self Identify noitatneirO lauxeS
Asexual Bisexual Gay Heterosexual Lesbian Pansexual Queer Questioning Self-Identify
10
DEGREE & CAMPUS LOCATION
74.6%
All students
74.6% 77.6% 74.6% 70.1%
81.5%
1st Year UG
76.2%
2nd Year UG
74%
3rd Year UG
76.6% 73.5% 82.2% 62.1% 71.9% 70% 51.0% 82.5% 51.9% 38.6% 63.1% 22.8% 64.3% 72.1% 71.5% 71.6% 76.1% 66.2% 70.6% 61.9% 68.6% 77.1%
Groups with significant differences from all students (<.05)
75.5%
4th Year UG
78.5%
5th Year+ UG
72.6%
Master
75.3%
PhD
71.8%
Professional D.
76.7%
UG at UPC
74.1%
G-UPC -15.8%
80.7%
G-HSC
66.5%
G-Online
OTHER DEMOGRAPHICS
First Generation Not Living with disability or chronic condition Living with disability or chronic condition Not A liated with the Military A liated with the Military
69.5% 77.2% 69.4% 74.9% 72%
Positive Mental Health
February 2020
RACE/ETHNICITY
43.1%
All students Domestic Students AIAN Asian American Black/African American Latinx/Hispanic MEA Multiracial/Biracial NHPI White/European American Other International Students International Asian International Non-Asian
40.2% 38.2%
48.9% 45.3% 42.2% 41.8% 38.6% 44.9% 41.8% 41.7% 45.9%
GENDER IDENTITY & SEXUAL ORIENTATION
Cis-Hetero Man Cis-Hetero Woman ytitnedI redneG
LGBTQ+
43.3% 43.4%
Woman
40.7% 43.4%
Trans male Trans female Genderqueer
At-Risk Drinking
Non-binary
among all
25.8% 20.9% 21.2%
2nd Year UG
35.9%
3rd Year UG
36.2%
4th Year UG
35.8%
5th Year+ UG 82.2%
PhD 51.0%
38.6%
22.8%
24.1% 48.8%
Master
37.1% 54.3%
Professional D. UG at UPC
40.9%
Self Identify
students***
34.2%
1st Year UG
29.4%
Transgender
43.1%
All students
33%
Man TGNS
DEGREE & CAMPUS LOCATION
43.1% 44.5% 48%
All students
Groups with significant differences from all students (<.05)
35.3%
G-UPC
45.6%
G-HSC
49%
-15.8%
noitatneirO lauxeS
56.7%
G-Online Asexual Bisexual
29.5% 31% 40.8% 46.2%
Gay Heterosexual Lesbian Pansexual Queer Questioning Self-Identify
28.9% 26.7% 29.9% 21.8% 43.1%
OTHER DEMOGRAPHICS
44.1%
First Generation Not Living with disability or chronic condition Living with disability or chronic condition Not A liated with the Military A liated with the Military
47.1% 34.3% 42.8% 47.3%
11
At-Risk Drinking among All Students
February 2020
RACE/ETHNICITY
26.3%
All students Domestic Students AIAN Asian American Black/African American Latinx/Hispanic MEA Multiracial/Biracial NHPI White/European American Other International Students International Asian International Non-Asian
26.1% 20.3% 22.2% 30.2% 24.3% 29.2% 33% 34.1% 36% 18.5%
GENDER IDENTITY & SEXUAL ORIENTATION
DEGREE & CAMPUS LOCATION
Cis-Hetero Man Cis-Hetero Woman ytitnedI redneG
LGBTQ+
1st Year UG
20.7% 26.2%
2nd Year UG
33.6%
3rd Year UG
42%
4th Year UG
28.4% 25% 24.4% 29.3% 30.3%
Man Woman TGNS Transgender Trans male Genderqueer
23.7%
among all
Non-binary
students***
noitatneirO lauxeS
Asexual
30% 33.8% 26%
Gay Heterosexual Pansexual Queer Questioning Self-Identify
24.3%
Master PhD
19.4% 25.1%
Professional D. 51.0%
30.4%
UG at UPC
23.6%
G-UPC 22.8%
-15.8%
23.6%
G-HSC
22.5%
G-Online
20.6%
Bisexual
Lesbian
82.2%
38.6%
31.4%
Self Identify
24.9%
5th Year+ UG
37% 31.5%
Trans female At-Risk Drinking
16.7% 30.2% 23.3% 24.8% 26.5%
OTHER DEMOGRAPHICS
First Generation
24.7%
Not Living with disability or chronic condition Living with disability or chronic condition Not A liated with the Military
24.8%
A liated with the Military
12
26.3%
All students
26.3% 26.9% 25.1% 27.5%
All students
28.9%
Groups with significant differences from all students (<.05)
29% 26.8% 19%
At-Risk Drinking among Incoming Undergraduate Students
February 2020
AFTER 6 WEEKS ON CAMPUS (FIRST-YEAR & TRANSFER STUDENTS)*
RACE/ETHNICITY
8%
All students Domestic Students
7.4%
AIAN YTICINHTE/ECAR
2.9%
Asian American
Key Performance Indicator
6.1% 6.1%
Black/African American Latinx/Hispanic Multiracial/Biracial
4.8%
NHPI
in Classroom
Results ≥ Incoming UG Total
8.6% 7.8%
MEA
Fairness and Equity
Results < Incoming UG Total
13.6%
White/European American
5.7%
Other International Students
5.6%
International Asian
11.6%
International Non-Asian
**NOITATNEIRO LAUXES
/YTITNEDI REDNEG
Bisexual
8.7%
Heterosexual Lesbian
Equity out of Classroom**
Other
0% 0%
Results < Incoming UG Total Results ≥ Incoming UG Total
2.3% 2.6%
Pansexual
% of all students who report positive mental health
Queer
9.8%
Questioning
At-Risk Drinking
students***
10.7%
Gay
Fairness and
among all
4.7% 4.6%
Asexual
% of all students who engage in
I'd perfer not to answer
at-risk drinking
38.6%
22.8%
5.2%
% of incoming undergraduate students who are at-risk
21.4%
-15.8%
20.0%
drinkers after 6 weeks on campus
REHTO
SCIHPARGOMED
11.8% 8.6% 6.4%
First Generation
A liated with Military
Transfers
* From 2020/2021 AlcoholEdu for College Survey (as of May 12, 2021).
8.1% 8.1%
Freshman
9.1% 9.1%
Sophomore
5.7%
5.9%
Juniors
Seniors
Results < Incoming UG Total Results ≥ Incoming UG Total 913
Sexual Assault
February 2020
RACE/ETHNICITY
3.4%
All students Domestic Students AIAN Asian American Black/African American Latinx/Hispanic MEA Multiracial/Biracial NHPI White/European American Other International Students International Asian International Non-Asian
2.2% 2.7% 2.9%
4.4% 4.8%
5.1%
0.7% 0.9%
DEGREE & CAMPUS LOCATION
6.7%
2nd Year UG
3.5%
ytitnedI redneG
6.2%
LGBTQ+
4.6%
3rd Year UG
6.3%
4th Year UG
2.4%
Man
82.2%
4.1%
Woman
1.8%
Transgender Trans male
51.0%
0%
Self Identify
1.8% 5.4%
-15.8%
G-UPC
1.8%
G-HSC
1.9%
noitatneirO lauxeS
G-Online
5.2%
2%
OTHER DEMOGRAPHICS
2.5% First Generation
3.8% 8.4%
Pansexual
6.4%
Queer Self-Identify
2%
8.1%
Gay
Questioning
PhD Professional D.
22.8%
2.9%
Bisexual
Lesbian
2%
UG at UPC
6.7% 38.6% 6.4% 5.5%
Non-binary
Heterosexual
Master
5.2%
Trans female
Asexual
8.7%
5th Year+ UG
5.8%
TGNS
Genderqueer
5%
Not Living with disability or chronic condition Living with disability or chronic condition 9.6% Not A liated with the Military A liated with the Military
14
3.9%
1st Year UG
1.4%
Cis-Hetero Woman
3.4%
All students
3.4%
Cis-Hetero Man
5.9%
3.7%
GENDER IDENTITY & SEXUAL ORIENTATION
All students
Groups with significant differences from all students (<.05)
5.8%
2.6% 2% 6.4% 3.3% 3.5%
Upstanding Behaviors
February 2020
RACE/ETHNICITY
27%
All students Domestic Students AIAN Asian American Black/African American Latinx/Hispanic MEA Multiracial/Biracial NHPI White/European American Other International Students International Asian International Non-Asian
38.9% 25.1% 30.8% 25.4% 34.1% 35.9% 35.8% 36.6% 33% 15.3% 20%
GENDER IDENTITY & SEXUAL ORIENTATION
All students Cis-Hetero Man Cis-Hetero Woman
Groups with significant differences from all students (<.05)
DEGREE & CAMPUS LOCATION
27% 24% 24.7%
All students
27%
1st Year UG
24.7% 43.9%
2nd Year UG
35.2%
ytitnedI redneG
LGBTQ+
46.5%
3rd Year UG
49.6%
4th Year UG Man Woman
25.9% 27.5%
Trans male Trans female
20.4% 16% 25.7%
51.0%
46.2% 46.8%
Genderqueer
At-Risk Drinking
38.6%
among all
Non-binary
students***
noitatneirO lauxeS
Asexual Bisexual Gay Heterosexual Lesbian Pansexual Queer Questioning Self-Identify
PhD
39.8% 33.9% 24.8% 31.8% 38.6% 42.2% 38% 38.3%
19.5% 22.7%
Professional D.
G-UPC
41.2% 16.9% 24.4%
G-HSC
-15.8%
G-Online
23.4%
16.1%
UG at UPC 22.8%
60%
Self Identify
43.4%
5th Year+ UG Master
41.6%
TGNS Transgender
82.2%
11.5%
OTHER DEMOGRAPHICS
First Generation Not Living with disability or chronic condition Living with disability or chronic condition Not A liated with the Military A liated with the Military
22.5% 21.3% 38.8% 27.2% 24.5%
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Call to Action: Get Connected with the USC Well-being Collective
While the university has made some progress towards creating a culture driven by student wellbeing, there is still much to be done particularly surrounding efforts on wellbeing inequities among students of diverse identities. The university’s investment to “embrace the inclusive spirit” and fund Undergraduate and Graduate Student Governments to address issues of diversity, inclusion, equity, opportunity, and access at USC is the forefront to exemplary progress (diversity.usc.edu). In addition, the USC Well-being Collective encourages the shared responsibility of the USC community by generating opportunities for students, faculty and staff to be involved by engaging in efforts to enhance the culture of equity and inclusion. The following section lists various projects, programs, and services that are offered to all members of the Trojan Family and administered by the USC Student Health – Office for Health Promotion Strategy, backbone for the USC Wellbeing Collective:
For Faculty and Staff
Initiate a Wellbeing Consultation
Faculty, staff and administrators interested to align their respective units to promote student wellbeing can request for a Wellbeing Consultation. After each consultation, a report with short- and longterm recommendations will be provided using various wise-practice health promotion strategies. An opportunity to become a Well-being Collective participating organization will also be explored. 16
For Students
Participate in a Wellbeing Listening Session
Facilitated by trained student Community Health Organizers, these focus groups aim to: Explore what contributes to sense of belonging in a university setting Identify what students see as their role in creating an inclusive campus community Gather recommendations to share with university administrators Become a USC Wellbeing Champion RSO
Wellbeing Champions are Recognized Student Organizations (RSOs) who are making a significant commitment to the health and wellbeing of their members. RSOs complete a wellbeing consultation to identify what practices and/or policies can be shifted to best support the wellbeing of the organization and its members. Apply for a Wellbeing Microgrant
Wellbeing Microgrants are a new approach to engage and empower undergraduate and graduate students looking to make a positive change in their communities. Designed to support the assets, knowledge and motivation of current students, the USC Well-being Collective provides up to $500 for strategies that are focused on small-scale action to improve student wellbeing. Connect with Campus Resources
Office of Equity, Equal Opportunity and Title IX (eeotix.usc.edu) Student Affairs, Student Equity and Inclusion Programs (seip.usc.edu) Student Health (studenthealth.usc.edu)
To learn more, visit uscwellbeingcollective.usc.edu
Appendix A: Participant Characteristics from SWIS
February 2020
Demographic Categories
Total (N = 6,072) n
%
68
1.1%
1,466
24.1%
Black/African American
418
6.9%
Latinx/Hispanic
890
14.7%
Middle Eastern, Arab, or Arab American
199
3.3%
Multiracial/Biracial
682
11.2%
Native Hawaiian or Paci c Islander
56
0.9%
2,292
37.7%
92
1.5%
1,146
18.9%
216
3.6%
Cisgender Heterosexual Man
2,164
35.6%
Cisgender Heterosexual Woman
2,430
40.0%
LGBTQ+
1,476
24.3%
Man
2,736
45.1%
Woman
3,210
52.9%
196
3.2%
38
0.6%
Trans male/ Trans man/Transmasculine
28
0.5%
Trans female/ Trans woman/Transfeminine
12
0.2%
Genderqueer/Gender non-conforming
73
1.2%
Non-binary
124
2.0%
Race/Ethnicity Domestic students American Indian or Alaskan Native Asian American
White/European American Other International Students International Asian International Non-Asian Sexual Orientation & Gender Identity (SOGI)
Gender Identity
TGNS Transgender
Self Identify 15 *Student Wellbeing Index Survey (SWIS) data in this table have been weighted.
*Student Wellbeing Index Survey (SWIS) data in this table is subsequently weighted to be representative of the USC student population.
0.2%
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Appendix A: Participant Characteristics from SWIS (cont.)
February 2020
Demographic Categories
Total (N = 6,072) n
%
Asexual
228
3.8%
Bisexual
580
9.6%
Gay
288
4.7%
4,680
77.1%
Lesbian
100
1.6%
Pansexual
130
2.1%
Queer
213
3.5%
Questioning
219
3.6%
Self-Identify
46
0.8%
First Generation
1,561
25.7%
Non-First Generation
4,498
74.1%
Living with disability or chronic condition
1,757
28.9%
Not living with disability or chronic condition
4,069
67.0%
368
6.1%
5,692
93.7%
348
5.7%
5,647
93.0%
1st Year Undergraduate
637
10.5%
2nd Year Undergraduate
586
9.7%
3rd Year Undergraduate
753
12.4%
4th Year Undergraduate
576
9.5%
5th Year+ Undergraduate
62
1.0%
2,409
39.7%
PhD
437
7.2%
Professional Doctorate
657
10.8%
Sexual Orientation
Heterosexual
Registered with OSAS (formerly DSP) Not registered with OSAS (formerly DSP) A liated with the Military Not a liated with the military Degree Level
Master
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*Student Wellbeing Index Survey (SWIS) data in this table is subsequently weighted to be representative of the USC student population.
Appendix A: Participant Characteristics from SWIS (cont.)
February 2020
Demographic Categories
Total (N = 6,072) n
%
1st Year Undergraduate
637
10.5%
2nd Year Undergraduate
586
9.7%
3rd Year Undergraduate
753
12.4%
4th Year Undergraduate
576
9.5%
5th Year+ Undergraduate
62
1.0%
2,409
39.7%
PhD
437
7.2%
Professional Doctorate
657
10.8%
UG at UPC
2,617
43.1%
G-UPC
2,058
33.9%
G-HSC
461
7.6%
G-Online
935
15.4%
Degree Level
Master
Degree & Location
*Student Wellbeing Index Survey (SWIS) data in this table is subsequently weighted to be representative of the USC student population.
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Appendix B: Participant Characteristics from
February 2020
AlcoholEdu for College*
Demographic Categories
Incoming UG - Total (N = 4,672) n
%
57
1.0%
1,498
26.4%
Black/African American
340
6.0%
Latinx/Hispanic
755
13.3%
Middle Eastern, Arab, or Arab American
210
3.7%
Multiracial/Biracial
652
11.5%
Native Hawaiian or Paci c Islander
65
1.1%
1,932
34.1%
56
1.0%
International Asian
440
7.8%
International Non-Asian
129
2.3%
Asexual
112
2.0%
Bisexual
298
5.3%
Gay
119
2.1%
3,561
62.8%
Lesbian
31
0.5%
Pansexual
47
0.8%
Queer
40
0.7%
Questioning
113
2.0%
Self-Identify
20
0.4%
180
3.2%
Race/Ethnicity Domestic students American Indian or Alaskan Native Asian American
White/European American Other International Students
Sexual Orientation
Heterosexual
I'd perfer not to answer
* AlcoholEdu for College data in this table are unweighted since all incoming Undergraduate students are required to complete the survey. 20
Appendix B: Participant Characteristics from AlcoholEdu for College (cont.)*
Demographic Categories
February 2020
Incoming UG - Total (N = 4,672) n
%
1,186
20.9%
186
3.3%
1,442
25.4%
3,331
58.8%
Sophomore
774
13.7%
Juniors
555
9.8%
Seniors
18
0.3%
1,442
25.4%
First generation A liated with the Military Transfers Incoming Cohort Freshman
Transfers
* AlcoholEdu for College data in this table are unweighted since all incoming Undergraduate students are required to complete the survey.
21
Acknowledgment The USC Well-being Collective expresses sincere gratitude to all participating organizations and wellbeing champions for our university-wide shared efforts to create a campus culture driven by student wellbeing. A special acknowledgment to Student Health for efforts engaging with our diverse student communities to address individual and community health through the multiple and overlapping processes of health care, health promotion, health insurance, and health communication. We extend special thanks to the various academic schools, especially the Chan Division of Occupational Science and Occupational Therapy, School of Theater, Keck School of Medicine, and Dornsife College of Letters, Arts, and Sciences, for their promotion of the Student Wellbeing Index Survey. The narratives and lived-experiences of our students would not be fully contextualized without the involvement and leadership of Student Affairs, Student Equity and Inclusion Programs, and stories gathered by our student Community Health Organizers. Finally, this report would not be complete without the participation of over 6,000 undergraduate and graduate students who represent many identities across the globe.
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Notes
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uscwellbeingcollective.usc.edu
For additional questions, please contact: USC Student Health, Office for Health Promotion Strategy, Backbone for USC Well-being Collective at wellbeingcollective@usc.edu