Key Findings and Action Steps


  • Perceptions of Marquette’s campus climate differ between majority and minority group membership. Minority populations, whether based on race, ethnicity, gender, gender identity or disability, reported less of a sense of belonging at Marquette than majority populations.
  • Most notably, there are differences in perceptions of Marquette’s climate based on racial/ethnic group membership: White students, faculty and staff reported a more positive experience than students, faculty and staff of color.
  • Marquette community members of color believe differential treatment is common and based on racial/ethnic identity.
  • Members of several constituent groups believe they are differentially affected by exclusionary, intimidating, offensive and/or hostile conduct.
    • Almost 20% of students among these minority groups reported having personally experienced exclusionary, intimidating, offensive and/or hostile conduct.
    • Almost 27% of staff representing minority groups feel less comfortable with the campus climate in their own departments/units than staff representing majority groups.
  • One-third of the Marquette community reported having personally observed exclusionary, intimidating, offensive and/or hostile conduct on campus.

  • Several constituent groups indicated that they are less comfortable with the overall campus, workplace and classroom climate. These groups include a high percentage of those identifying as “staff,” “non-Catholic,” “LGBTQ,” “Faculty of color,” “low-income” and “non-US citizen.”

  • Consistent with other institutional climate studies and findings of several educational researchers (Hurtado and Carter, 1997; Strayhorn, 2012; Hurtado and Ruiz Alvarado, 2015), subcommunities within Marquette University reported greater dissonance regarding a “sense of belonging” at Marquette due largely to experiences of isolation and alienation within the cultural milieu.


Once the Marquette community had a chance to view the results of the Campus Climate Survey, a series of campus conversations was organized to gauge reactions and collect ideas on changes that the university might make. More than a dozen separate group discussions occurred, and participants  proposed many recommendations/action steps. Three Key Action Steps emerged from those discussions:

  • Strengthen campus commitment to education and training
  • Promote affinity groups and networks
  • Revise strategies to increase faculty and student diversity

In addition, Marquette community members sought changes in curriculum and academic programs to reflect greater diversity, transparency in institutional performance indicators, more messaging from leadership and improved bias reporting. 

Since then, the university has taken important strides to respond to all three areas. 

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Marquette has created programs to help increase employee training and development, including:

  1. Leadership Development Program for supervisors (Human Resources)
  2. Department chair training (EVP for Faculty)
  3. Implicit bias training initiatives for employees
  4. First-year faculty orientation (EVP for Faculty)
  5. Strengthened communication with enhanced diversity on the university website 

Create more opportunities for engagement in affinity groups and networks, including:

  1. Creation of a mechanism to form Employee Resource Groups
  2. Increase support for students through the Center for Engagement and Inclusion and support for multicultural student organizations. 

Marquette has restructured strategies to increase student and employee diversity, including:

  1. Admissions initiatives – multicultural admissions team

  2. Inclusive hiring practices workshops for search committees, including adoption of a provost’s policy on hiring and selection processes and increased opportunities for training on inclusive hiring practices

  3. “Power of Inclusion” session in Leadership Development Program

  4. Creation of the Institute for Women’s Leadership and Women’s Innovation Network by the Office of Research and Innovation

  5. Cluster hiring initiative to support the Race, Ethnic, and Indigenous Studies program