USC Well-being Collective: Results on the Student Wellbeing Key Performance Indicators by uscwellbeingcollective

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

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

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

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%

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.

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

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%

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%

Fairness and Equity Outside the Classroom

February 2020

RACE/ETHNICITY

74.6%

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

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%

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%

At-Risk Drinking among All Students

February 2020

RACE/ETHNICITY

26.3%

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

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

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%

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%

Self Identify

1.8% 5.4%

-15.8%

G-UPC

1.8%

G-HSC

1.9%

noitatneirO lauxeS

G-Online

5.2%

OTHER DEMOGRAPHICS

2.5% First Generation

3.8% 8.4%

Pansexual

6.4%

Queer Self-Identify

8.1%

Gay

Questioning

PhD Professional D.

22.8%

2.9%

Bisexual

Lesbian

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

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

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%

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%

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

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

0.9%

2,292

37.7%

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%

0.6%

Trans male/ Trans man/Transmasculine

0.5%

Trans female/ Trans woman/Transfeminine

0.2%

Genderqueer/Gender non-conforming

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%

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

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

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

*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

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.

Appendix B: Participant Characteristics from

February 2020

AlcoholEdu for College*

Demographic Categories

Incoming UG - Total (N = 4,672) n

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

1.1%

1,932

34.1%

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

0.5%

Pansexual

0.8%

Queer

0.7%

Questioning

113

2.0%

Self-Identify

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

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.

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.

Notes

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

USC Well-being Collective: Results on the Student Wellbeing Key Performance Indicators

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At-risk Drinking among Incoming Undergraduate Students

At-risk Drinking among All Students