Cultural Attitudes and Climate Questionnaire (CACQ)

Abstract

The Cultural Attitudes and Climate Questionnaire (CACQ) is a specialized psychological scale designed to measure student perceptions of the racial and ethnic environment within a higher education setting. Developed by Helm, Sedlacek, and Prieto in 1998, the instrument assesses various dimensions of the campus experience, including the prevalence of racial tensions, student comfort levels in cross-cultural interactions, perceptions of institutional commitment to diversity, and overall satisfaction. The CACQ provides institutions with critical data necessary to evaluate the effectiveness of diversity initiatives and address potential systemic barriers that affect students from different racial and ethnic backgrounds.

Keywords

Racial climate, ethnic identity, diversity assessment, student satisfaction, multicultural counseling, institutional climate, higher education, psychometrics

Authors

E.G. Helm, W.E. Sedlacek, D.O. Prieto

Purpose

The primary purpose of the Cultural Attitudes and Climate Questionnaire (CACQ) is to provide a comprehensive assessment tool for quantifying the racial and ethnic climate experienced by students on college and university campuses. This measurement is crucial for understanding how students perceive institutional fairness, the quality of interracial interactions, and the degree of support provided to diverse populations.

The scale aids administrators and researchers in diagnosing specific areas of concern, such as the presence of racial conflict, feelings of marginalization, and lack of support. By examining student attitudes toward diversity and the perceived campus climate, institutions can tailor interventions, improve student retention, and foster a truly inclusive educational environment.

Construct

The CACQ operationalizes the construct of **Racial and Ethnic Climate** as a multifaceted perception encompassing both individual experiences and institutional factors. This construct is broken down into several sub-dimensions, reflecting how students navigate racial identity, experience prejudice or support, and gauge institutional commitment.

Key facets of the measured construct include:

• Racial Tension: The perceived presence of conflict, separation, or racist atmospheres in classrooms and on campus.
• Cross-Cultural Comfort: The ease and willingness of students to engage in discussions and interactions with individuals from different racial/ethnic backgrounds.
• Racial Pressures: Feelings of being stereotyped, having performance expectations based on race, or needing to minimize cultural characteristics to “fit in.”
• Fair Treatment and Respect: Perceptions of fairness from faculty, staff, and peers, and the general level of respect shown toward diverse cultures.

Validity

While specific detailed validity studies for the original 1998 instrument were established in related publications, subsequent research utilizing adapted versions supports the instrument’s utility in measuring campus climate factors. The CACQ and its variants demonstrate content validity by covering a broad range of experiences pertinent to racial climate, including classroom interactions, residential life, and institutional policies.

The structure of the instrument, particularly the factors derived from analysis (discussed below), suggests strong construct validity, differentiating between distinct, yet related, aspects of the racial environment such as objective tension versus subjective comfort and awareness. The instrument’s ability to correlate student attitudes toward diversity with overall satisfaction (Helm, Sedlacek, & Prieto, 1998) further supports its predictive utility.

Reliability

The reliability of the CACQ varies across its different versions and subscales, reflecting the distinct populations and modifications applied. The CACQ-Modified (Hubbard, 2011), a 26-item version, reported an overall Cronbach’s alpha of 0.63. The Adapted Cultural Attitudes and Climate Questionnaire (ACACQ) for Graduate Students (Fukuda, 2009), a 40-item version, reported an overall alpha of 0.61.

Specific factor reliabilities reported by Ancis, Sedlacek, & Mohr (2000) for the 11-factor structure demonstrate acceptable to strong internal consistency for most dimensions: Racial Tension (alpha = 0.73), Cross-Cultural Comfort (alpha = 0.73), Fair Treatment (alpha = 0.74), Faculty Racism (alpha = 0.77), and Overall Satisfaction (alpha = 0.78). Other factors, such as Diversity Awareness (alpha = 0.67) and Comfort with Own Culture (alpha = 0.55), show lower but often acceptable reliability for initial exploratory research.

Factor Analysis

An extensive factor analysis of the CACQ was conducted by Ancis, Sedlacek, and Mohr (2000), resulting in the identification of 11 distinct factors underlying the measurement of campus climate. These factors represent the core dimensions upon which student perceptions are structured:

1. Racial Tension (alpha = 0.73)
2. Cross-Cultural Comfort (alpha = 0.73)
3. Diversity Awareness (alpha = 0.67)
4. Racial Pressures (alpha = 0.60)
5. Residence Hall Tension (alpha = 0.69)
6. Fair Treatment (alpha = 0.74)
7. Faculty Racism (alpha = 0.77)
8. Respect for Other Cultures (alpha = 0.62)
9. Lack of Support (alpha = 0.63)
10. Comfort with Own Culture (alpha = 0.55)
11. Overall Satisfaction (alpha = 0.78)

These factors demonstrate that the perception of campus climate is a complex structure involving both objective experiences of tension and separation, as well as subjective feelings of belonging, comfort, and institutional support.

Instrument

Test Type: Psychometric Self-Report Questionnaire

Format: Multi-section questionnaire utilizing various Likert-type scales (typically 5-point scales ranging from “Strongly Disagree” to “Strongly Agree” or “Very Uncomfortable” to “Very Comfortable”) and demographic response questions.

Language Available: English

Population Group: College and University Students (Undergraduate and Graduate)

Age Group: Typically traditional college age and above (18+)

Population Details: Used primarily in U.S. higher education settings to assess perceptions across different racial and ethnic groups.

Test Methodology: Administration is typically conducted via institutional survey, either paper-based or online, requiring students to reflect on their experiences related to race, ethnicity, and diversity on campus.

Keywords

Campus climate, racial identity development, cross-cultural competence, student experience, institutional assessment, diversity programs, Sedlacek, Helm

Authors

Author ORCID Identifier: Not provided in source content.

Affiliation Email addresses: Not provided in source content.

Correspondence Address: Not provided in source content.

Permissions & Fee and Test Year

The original questionnaire was published in 1998 (Helm, Sedlacek, & Prieto). Information regarding current permissions and usage fees is not detailed in the source material, but the instrument is often referenced and used in academic settings, suggesting accessibility for research purposes. The instrument can be found via academic repositories and the author’s official websites. The original instrument document and related research can be accessed via these links: http://williamsedlacek.info/publications/surveys/Diversity-survey+refs.doc, https://commons.pacificu.edu/cgi/viewcontent.cgi?referer=https://www.google.com/&httpsredir=1&article=1214&context=spp, and http://lib.dr.iastate.edu/cgi/viewcontent.cgi?article=1118&context=etd (Note: The latter two links point to PDF documents contained within academic repositories).

Reference’s

• Helms, J. E. (1984).Toward a theoretical explanation of the effect of race on counseling: A Black and White model. The Counseling Psychologist, 12(4), 153-165.
• Helms, J. E. (Ed.). (1990). Black and White Racial Identity: Theory, research and practice. Westport, CT: Greenwood Press.
• Helms, J .E. (1995). An update of Helm’s White and people of color racial identity models. In J. G. Ponterotto, J. M. Casas, L. A. Suzuki, & C. M. Alexander (Eds.), Handbook of Multicultural Counseling (pp.181-198). Thousand Oaks, CA: Sage.
• Helm, E. G., Sedlacek, W. E. & Prieto, D. O. (1998). The Relationship between attitudes toward diversity and overall satisfaction of university students by race. Journal of College Counseling, 1(2), 111-120.
• Ancis, J. R., Sedlacek, W. E., & Mohr, J. J. (2000). Student perceptions of the campus cultural climate by race. Journal of Counseling and Development, 78 (2), 180-185.
• Sedlacek, W. E. (2004). Beyond the big test: Noncognitive assessment in higher education. San Francisco: Jossey-Bass.
• Fukuda, Derrin Y.K. (2009). Where’s the Rest of Me? Addressing Ethnic Diversity and Cultural Climate in a Graduate Psychology Program (master’s thesis, Pacific University). Retrieved from: http://commons.pacificu.edu/spp/107
• Hubbard, Asale, “Racial socialization and resilience among african american college students: The role of racial identity” (2011). Graduate Theses and Dissertations. 10152. Retrieved from: http://lib.dr.iastate.edu/etd/10152

Items of the Cultural Attitudes and Climate Questionnaire (CACQ)

RACIAL AND ETHNIC CLIMATE

1. Please indicate to what degree you agree with the following statements: (1= Strongly Disagree, 2= Disagree, 3= Neutral, 4= Agree, 5= Strongly Agree)
   • My experiences since coming to school here have led me to become more understanding of racial/ethnic differences.
   • Getting to know people with racial/ethnic backgrounds different from my own has been easy on this campus.
   • My social interactions on this campus are largely confined to students of my race/ethnicity.
   • I feel there are expectations about my academic performance because of my race/ethnicity.
   • I feel pressured to participate in ethnic activities at this school.
   • I feel I need to minimize various characteristics of my racial/ethnic culture (e.g. language, dress) to be able to fit in here.
   • My experiences since coming to this school have strengthened my own sense of ethnic identity.
2. Think about the faculty whose courses you have taken here. How many of them would you describe as: (1= None, 2= Few, 3= Some, 4= Most, 5= All)
   • Approachable outside of the classroom?
   • Fair to all students regardless of their racial or ethnic backgrounds?
3. Think about your experiences in the classroom. Please indicate to what degree you agree with the following statements: (1= Strongly Disagree, 2= Disagree, 3= Neutral, 4= Agree, 5= Strongly Agree)
   • In my experience, students of different racial/ethnic backgrounds participate equally in classroom discussion and learning.
   • I feel I am expected to represent my race or ethnic group in discussions in class.
   • Faculty use examples relevant to people of my race/ethnic group in their lectures.
   • In my classes I feel that my professors ignore my comments or questions.
4. Please indicate how comfortable you feel in the following situations at this school: (1= Very Uncomfortable, 2= Uncomfortable, 3= Neutral, 4=Comfortable, 5=Very Comfortable)
   • Going to see a faculty member of my own race/ethnicity.
   • Speaking with others about my racial/ethnic background.
   • Being in situations where I am the only person of my racial/ethnic group.
   • Saying what I think about racial/ethnic issues.
   • Being with people whose racial/ethnic backgrounds are different from my own.
   • Participating in class.
   • Going to see a faculty member of a different race/ethnicity than my own.
   • Being with people whose racial/ethnic backgrounds are the same as my own.

B. HOW WELL IS THIS SCHOOL DOING ON DIVERSITY?

1. The effort made by your school to improve relations and understanding between people of different racial/ethnic background is: (Too little — About right — Too much — Don’t know — )
2. Please indicate to what degree you agree with the following statements: (1= Strongly Disagree, 2= Disagree, 3= Neutral, 4= Agree, 5= Strongly Agree)
   • The campus has done a good job providing programs and activities that promote multicultural understanding.
   • At this school students are resentful of others whose race/ethnicity is different from their own.
   • There should have a requirement for graduation that students take at least one course on the role of ethnicity and race in society.
   • This school does not promote respect for diversity.
   • The student newspaper’s coverage of racial/ethnic events and issues is balanced.
   • Diversity is was one of the reasons why I chose to come here.
3. Which racial/ethnic groups should the school make special efforts to recruit as students and as faculty? (please check all that apply)
   • Hispanic Americans
   • Native Americans
   • Asian Americans
   • African Americans
   • None — no special efforts should be taken to recruit any particular racial/ethnic group members

C. GENERAL EXPERIENCE ON CAMPUS

1. Please indicate to what degree you agree with the following statements: (1= Strongly Disagree, 2= Disagree, 3= Neutral, 4= Agree, 5= Strongly Agree)
   • The school provides an environment for the free and open expression of ideas opinions and beliefs.
   • Overall my educational experience here has been a rewarding one.
   • The atmosphere in my classes does not make me feel like I belong.
   • I would recommend this school to siblings or friends as a good place to go to college.
   • The overall quality of academic programs here is excellent.
   • I feel as though I belong in the campus community

D. YOUR EXPERIENCES ON CAMPUS

1. Please use the scale below to indicate the extent to which you believe each of the following is present at your school (1=Little or None, 2= Some, 3= 0Quite A Bit, 4= A Great Deal)
   • racial conflict on campus
   • respect by faculty for students of different racial and ethnic groups
   • respect by students for other students of different racial and ethnic groups
   • racial/ethnic separation on campus
   • school commitment to the success of students of different racial and ethnic groups
   • friendship between students of different racial and ethnic groups
   • interracial tensions in the residence halls
   • interracial tensions in the classroom
2. How fairly do you believe you have been treated by the following: (1= Very Unfairly, 2= Unfairly, 3= Neutral, 4= Fairly, 5= Very Fairly)
   • university police
   • residence hall personnel
   • faculty
   • teaching assistants
   • students
3. In each of these settings to what extent have you been exposed to information about the history culture and/or social issues of racial and ethnic groups other than whites? (1= Not At All, 2= A Little, 3= Some, 4= Quite A Bit, 5= A Great Deal)
   • in course readings lectures and discussions
   • in activities and programs in the residence halls
   • in other school programs or activities
   • in informal interactions and conversations with friends
4. how many for-credit courses have you taken from faculty members of the following racial/ethnic groups on this campus?
   • Hispanic Americans
   • Native Americans
   • Asian Americans
   • African Americans
   • Not sure of race/ethnicity of faculty member
5. How many courses have you taken here that have focused primarily on the culture history or social concerns of:
   • racial and ethnic groups (other than whites) in the U.S.? Number of Courses:
   • non-Western racial and ethnic groups outside the U.S.? Number of Courses:
6. How often do you have difficulty getting help or support from: (1= Never, 2= Seldom, 3= Sometimes, 4= Often)
   • faculty
   • students
   • teaching assistants
7. How often have you been exposed to a racist atmosphere created by the faculty? (1= Never, 2= Seldom, 3= Sometimes, 4= Often)
   • in the classroom
   • outside the classroom
8. How often have you been exposed to a racist atmosphere created by other students? (1= Never, 2= Seldom, 3= Sometimes, 4= Often)
   • in the classroom
   • outside the classroom
9. Please indicate whether your experience at here has changed your behavior in any of the following ways: YES OR NO
   • I now recognize culturally-biased behavior I had not previously identified.
   • I now discuss topics related to cultural awareness with friends.
   • I now stop myself from using language that may be offensive to others.
   • I now handle negative language used by another in such a way as to try to educate the other person.
   • I now initiate contact with people who are not of my culture or ethnic background. 74

E. DIVERSITY PROGRAMS

1. Have you attended or participated in any diversity programs on campus this year? (Yes, No, Don’t Know)
2. To what degree do you agree that attending programs on diversity contributes to the goal of building community? : (1= Strongly Disagree, 2= Disagree, 3= Neutral, 4= Agree, 5= Strongly Agree)

F. YOUR INTENTIONS FOR THE FUTURE

1. Do you plan to return to school here next semester? (Yes, No, Don’t Know)
2. If you do not return to school here do you think you will transfer to another college or university? (Yes, No, Don’t Know)
3. Please indicate your current major
4. Please indicate your cumulative GPA: (3.5 – 4.0; 3.0 – 3.4; 2.5 – 2.99; 2.0 – 3.49; below 2.0)
5. Please indicate your current place of residence:
   • Residence hall?
   • Fraternity or Sorority house?
   • Off-campus rental housing/apartment?
   • Home of parents or relatives?
   • Own home?
   • Other (please specify)?