Multicultural Awareness Project for Institutional Transformation (MAP-IT) 
Student Questionnaire (Form ST)

This questionnaire has been designed to assess how college and university students evaluate multicultural aspects of their collegiate experience. When responding to these items, think broadly and inclusively about such terms as “multicultural” and “diverse groups” (i.e., to include race, religion, gender, ethnicity, culture, home language, social class, sexual orientation, age, and disability). Please respond using a scale of 1 to 4 in which 1=never or almost never, 2=occasionally, 3=often, and 4= almost always or always. If the item does not apply to you, indicate so by selecting “not applicable” (NA). If you have inadequate information, indicate so by selecting “don’t know” (DK).

Guiding Principle 1:
The educational institution should articulate a commitment to supporting access to higher education for a diverse group of students, thus providing the opportunity for all students to benefit from a multicultural learning environment. 

1.1	As you understand the mission of [insert name of institution here], does that mission 
make a commitment to access for diverse students?

1.2 Is a commitment to multicultural issues central to the mission of [insert name of institution here]?

1.3 Does [insert name of institution here] support higher education for students from all cultural groups?

1.4 Does [insert name of institution here] attempt to recruit and retain a diverse student body?

1.5 Does [insert name of institution here] operate in a manner that values a multicultural learning environment in which all students will learn?

1.6 Do you think that it is beneficial to be part of a multicultural learning environment?

1.7 During the admissions process, did you feel welcomed?

1.8 Do you believe that you are a valued member of the educational community at [insert name of institution here]?

Comments related to institutional commitment to access for diverse students:

Guiding Principle 2:
The educational institution's organizational structure should ensure that decision making is shared appropriately and that members of the educational community learn to collaborate in creating a supportive environment for students, staff, and faculty.

2.1 Are students involved in the decisions made at [insert name of institution here] that affect the learning environment?

2.2 Do you as a student have the opportunity to participate in planning and/or decision making at [insert name of institution here]?

2.3 Through student organizations, campus-wide committees, or other participation in college life, do you personally play a role in decision making?

2.4 Do you believe that the educational community of [insert name of institution here] is a supportive environment?

2.5 Does [insert name of institution here] promote cooperation between students, faculty, and staff?

2.6 Are administrators, faculty, and staff (e.g., advisors) invested in your success as a student?

2.7 Does [insert name of institution here] operate in a manner that values diverse views and experiences?

2.8 At your college or university, have you been discriminated against on the basis of race, ethnicity, home language, religion, gender, sexual orientation, social class, age, disability, or any other group identification?

2.9 Does discrimination hinder your opportunities to participate fully in your educational institution?

Comments related to organizational structures and decision making:

Guiding Principle 3:
Professional development programs should be made available to help staff and faculty understand the ways in which social group identifications such as race, ethnicity, home language, religion, gender, sexual orientation, social class, age, and disability influence all individuals and institutions.

3.1 Through your interactions with administrators, faculty, and staff at [insert name of institution here], do you believe that they understand the ways in which factors (such as race, ethnicity, home language, religion, gender, sexual orientation, social class, age, and disability) influence all individuals and institutions?

3.2 Do administrators, faculty, and staff demonstrate a knowledge and understanding of diverse groups?

3.3 Do administrators, faculty, and staff seem aware of their own personal attitudes toward people from diverse groups?

3.4 Do your teachers seem interested in understanding your background as it relates to learning?

3.5 Do your teachers know how to effectively teach students from diverse backgrounds?

Comments regarding administrators, faculty, and staff: 

Guiding Principle 4:
Educational institutions should equally enable all students to learn and excel.

4.1 Does [insert name of institution here] equally enable all students to learn and excel?

4.2 Do you have opportunities to interact with appropriate role models on campus?

4.3 Do your teachers provide the help you need to be successful at [insert name of institution here]?

4.4 Are you treated with respect by staff and faculty?

4.5 Do you have the same opportunity to achieve your academic goals as any other student here at [insert name of institution here]?

4.6 Do the teaching strategies used by faculty at [insert name of institution here] accommodate diverse student interests and learning styles?

4.7 Are you concerned about your safety on this campus?

Comments related to equal educational opportunity:

Guiding Principle 5:
Educational institutions should help students understand how knowledge and personal 
experiences are shaped by contexts (social, political, economic, historical, etc.) in which we live and work, and how their voices and ways of knowing can shape the academy.

5.1 Is a course that explores multicultural perspectives a degree requirement at [insert name of institution here]?

5.2 Have the courses you have taken provided opportunities for civic engagement (community involvement), such as service learning?

5.3 Are opportunities available to you to study in diverse cultural environments, whether within or outside the U.S.?

5.4 Are scholarships available to enable low-income students to participate in cross-cultural learning experiences such as international programs?

5.5 Do your teachers present different theories or points of view about topics discussed in class?

5.6 Have you had the opportunity in your classes to share your experiences and perspectives?

5.7 Have the courses you have taken at [insert name of institution here] helped you understand historical, social, and/or political events from diverse perspectives?

5.8 Have the instructional materials such as textbooks, supplementary readings, computer applications, or videos described historical, social, and/or political events from diverse perspectives? 

5.9 Do your courses or teachers present the idea that how a person sees the world is influenced by her or his personal, political, and/or economic experience?

5.10 When an idea or theory is presented, do you learn about the person or group from which it came?

5.11 Are the references or examples presented in your classes drawn from different cultural groups?

5.12 Has your cultural group been portrayed accurately and respectfully in the courses you have taken?

Comments regarding knowledge construction:

Guiding Principle 6:
Educational institutions should help students acquire the social skills needed to interact 
effectively within a multicultural educational community.

6.1 Have your experiences at [insert name of institution here] increased your ability or comfort in interacting with people from different cultures or groups?

6.2 Do administrators, faculty, and staff such as counselors and advisors talk openly and constructively with you about multicultural issues?
6.3 Whether within or outside of class, have you had the opportunity to interact with people from diverse backgrounds?

6.4 Have they provided you with factual information that contradicts misconceptions and stereotypes?

6.5 Has the importance of communication skills been presented in the courses you have taken?

6.6 In the courses you have taken, have safe ground rules been set for engaging in meaningful discussions about multicultural issues?

6.7 Have you had the opportunity to participate in simulations, role playing, writing as though you experienced something from another person's perspective, or other activities that enable you to gain insights into the impact of stereotyping, prejudice, and discrimination?

6.8 Have your courses required you to discuss cultural differences?

6.9 Has developing an understanding between people of different cultures been a goal in the courses you have taken?

6.10 Have your courses at [insert name of institution here] included learning that “normal” is defined differently for different groups of people?

Comments related to the acquisition of social and communication skills: 

Guiding Principle 7:
Educational institutions should enable all students to participate in 
extracurricular and co-curricular activities to develop knowledge, skills, and attitudes that enhance academic participation and foster positive relationships within a multicultural educational community.

7.1 Do you have the opportunity to participate in extracurricular activities that enable you to develop positive relationships with people from diverse backgrounds?

7.2 Are there undergraduate professional or honor societies or career-related activities that provide multicultural opportunities?

7.3 Do you have opportunity to interact with faculty members outside the classroom?

7.4 In the courses you have taken, have there been opportunities to work collaboratively with other students outside the classroom?

7.5 Have you participated in college/university activities outside of class that promote multicultural understanding?

7.6 Are activities or organizations available that encourage students’ expression of identity and cultural differences (e.g., African American Student Association, Gay and Lesbian Alliance)?

Comments about co-curricular and extracurricular activities:

Guiding Principle 8:
Educational institutions should provide support services that promote all students' intellectual and interpersonal development.

8.1 Are support services such as counseling, advising, career planning and placement, tutoring, and computer labs equally accessible to all students?

8.2 Are you able to get the help you need outside of class to be successful at [insert name of institution here]?

8.3 Are support services available at times that accommodate diverse student needs?

8.4 Are you comfortable asking a faculty member or staff person for help when you need it?

Comments related to student services:

Guiding Principle 9:
Educational institutions should teach all members of the educational community about the ways that ideas like justice, equality, freedom, peace, compassion, and charity are valued by many cultures.

9.1 In the courses you have taken at [insert name of institution here], have you learned about the ways that ideas like justice, equality, freedom, peace, compassion, and charity are valued by many cultures?

9.2 Do you have the opportunity to interact with people from diverse backgrounds?

9.3 Have you interacted with people from different cultures who share these values?

9.4 Do you find that you are less likely to stereotype a group of people once you get to know individual members of that group?

9.5 Do faculty use teaching strategies, such as collaborative groups, to model these values? 
Comments regarding intergroup relations:

Guiding Principle 10:
Educational institutions should encourage educators to use multiple culturally sensitive techniques to assess student learning.

10.1 In the courses you have taken at [insert name of institution here], have you had the opportunity to demonstrate knowledge in multiple ways, such as through discussion, oral presentations, essays, creative projects, and portfolios, as well as quizzes and tests?

10.2 In the courses you have taken, have a variety of types (e.g., multiple choice, essay) of tests and quizzes been offered?

10.3 Have the tests that you have taken included culturally-specific references that were unfamiliar to you and were not taught as part of the course content?

Comments on assessments:

Institutions may choose to add demographic questions, as long as those questions do not serve to identify individuals.