!function(){"use strict";window.addEventListener("message",(function(a){if(void 0!==a.data["datawrapper-height"])for(var e in a.data["datawrapper-height"]){var t=document.getElementById("datawrapper-chart-"+e)||document.querySelector("iframe[src*='"+e+"']");t&&(t.style.height=a.data["datawrapper-height"][e]+"px")}}))}(); !function(){"use strict";window.addEventListener("message",(function(a){if(void 0!==a.data["datawrapper-height"])for(var e in a.data["datawrapper-height"]){var t=document.getElementById("datawrapper-chart-"+e)||document.querySelector("iframe[src*='"+e+"']");t&&(t.style.height=a.data["datawrapper-height"][e]+"px")}}))}(); When asked what the most pressing issue of our day is, respondents overwhelmingly mentioned both the environment and racial justice before any other issues. The term “climate” was mentioned in 377 responses and 119 responses mentioned “racism.” Also prominent were “inequality” with 72 mentions and “racial” with 64 mentions. Notably, “inequality” was included in only 43 responses last year — not even a top 10 word — while “climate” was by far the most popular word, mentioned 535 times. The rise in mentions of racism and inequities reflects year-long national conversations about police brutality and systemic racism after the killing of George Floyd over the summer. Many responses emphasized the institutional nature of social issues, with 41 responses mentioning “capitalism” and 25 responses mentioning “systemic.” Others highlighted how they are intersectional: One student responded, “Racial Capitalism (it is the basis of all injustice),” while another wrote, “Capitalism, misogyny, racism, global warming… they all feed off each other and to compare oppressions is to contribute to the problem.” “Covid” was the ninth most common response, appearing 37 times, with one student writing “Stop over-controlling us with Covid rules.” Many student responses reflected feelings of fatigue and hopelessness: “figuring out WTF is going on,” one student wrote. “Literally everything,” wrote another. One student chose a more perennial issue: “the amount of schoolwork.” !function(){"use strict";window.addEventListener("message",(function(a){if(void 0!==a.data["datawrapper-height"])for(var e in a.data["datawrapper-height"]){var t=document.getElementById("datawrapper-chart-"+e)||document.querySelector("iframe[src*='"+e+"']");t&&(t.style.height=a.data["datawrapper-height"][e]+"px")}}))}(); Overall, the majority of students — 56% — say that the value of cancel culture depends on the situation. Others remain skeptical, with just over 10% of students responding with “unsure.” Responses also varied to a degree based on race. Notably, white students were the least likely to think that cancel culture is valuable; black students were most likely to express that cancel culture is not valuable. !function(){"use strict";window.addEventListener("message",(function(a){if(void 0!==a.data["datawrapper-height"])for(var e in a.data["datawrapper-height"]){var t=document.getElementById("datawrapper-chart-"+e)||document.querySelector("iframe[src*='"+e+"']");t&&(t.style.height=a.data["datawrapper-height"][e]+"px")}}))}(); The student population remains very left-leaning, with slight variation among student populations. On a scale from 0 (far left) to 10 (far right), the student population falls at an average of 1.96. The mean for varsity athletes is significantly less liberal at 2.87, compared to the non-athlete mean of 1.80. The means of Black and white students fell near the population sample average — at 1.87 and 1.89 respectively. Asian students are most right-leaning of all racial groups, with an average of 2.53. !function(){"use strict";window.addEventListener("message",(function(a){if(void 0!==a.data["datawrapper-height"])for(var e in a.data["datawrapper-height"]){var t=document.getElementById("datawrapper-chart-"+e)||document.querySelector("iframe[src*='"+e+"']");t&&(t.style.height=a.data["datawrapper-height"][e]+"px")}}))}(); !function(){"use strict";window.addEventListener("message",(function(a){if(void 0!==a.data["datawrapper-height"])for(var e in a.data["datawrapper-height"]){var t=document.getElementById("datawrapper-chart-"+e)||document.querySelector("iframe[src*='"+e+"']");t&&(t.style.height=a.data["datawrapper-height"][e]+"px")}}))}(); Middlebury students tend to care a great deal about politics, and more than 80% of students say that they “care a lot about a wide range of issues” or “care a lot about a few specific issues.” Female and non-binary students expressed greater interest in political issues: 86% of female students and 96% of non-binary students expressed “caring a lot” — whether it be a wide or narrow range of issuess — compared to 76% of male students.
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In an academic year altered by the pandemic, only 10% of respondents reported being extremely satisfied with their Middlebury experience this year — and more than one in four respondents reported being somewhat or extremely dissatisfied. A vast majority — nearly 80% — reported that Covid-19 had a negative impact on their academic learning. !function(){"use strict";window.addEventListener("message",(function(a){if(void 0!==a.data["datawrapper-height"])for(var e in a.data["datawrapper-height"]){var t=document.getElementById("datawrapper-chart-"+e)||document.querySelector("iframe[src*='"+e+"']");t&&(t.style.height=a.data["datawrapper-height"][e]+"px")}}))}(); But in general, respondents who had more in-person classes were more satisfied with their experience at Middlebury. This is consistent with the anecdotal responses in the Fall 2020 survey, where many students wished for more in-person classes. !function(){"use strict";window.addEventListener("message",(function(a){if(void 0!==a.data["datawrapper-height"])for(var e in a.data["datawrapper-height"]){var t=document.getElementById("datawrapper-chart-"+e)||document.querySelector("iframe[src*='"+e+"']");t&&(t.style.height=a.data["datawrapper-height"][e]+"px")}}))}(); The data also show that the class of 2024 and class of 2024.5 — the only classes with no pre-pandemic Middlebury experience — were the most satisfied with their experience at Middlebury this year. Seniors, after first-year Febs, were the most likely to say they were “extremely satisfied” with their experience. !function(){"use strict";window.addEventListener("message",(function(a){if(void 0!==a.data["datawrapper-height"])for(var e in a.data["datawrapper-height"]){var t=document.getElementById("datawrapper-chart-"+e)||document.querySelector("iframe[src*='"+e+"']");t&&(t.style.height=a.data["datawrapper-height"][e]+"px")}}))}(); More than two thirds — 68% — of students reported experiencing some degree of impostor syndrome while at Middlebury, and 31% of respondents said they have experienced impostor syndrome often. !function(){"use strict";window.addEventListener("message",(function(a){if(void 0!==a.data["datawrapper-height"])for(var e in a.data["datawrapper-height"]){var t=document.getElementById("datawrapper-chart-"+e)||document.querySelector("iframe[src*='"+e+"']");t&&(t.style.height=a.data["datawrapper-height"][e]+"px")}}))}(); Impostor syndrome, the experience of doubting one’s abilities and feeling like a fraud, is reported with greater frequency by certain groups. Respondents who identified as racial minorities felt impostor syndrome far more than others: almost half of respondents who identified as Hispanic, Latino, Black or African American experienced impostor feelings often. !function(){"use strict";window.addEventListener("message",(function(a){if(void 0!==a.data["datawrapper-height"])for(var e in a.data["datawrapper-height"]){var t=document.getElementById("datawrapper-chart-"+e)||document.querySelector("iframe[src*='"+e+"']");t&&(t.style.height=a.data["datawrapper-height"][e]+"px")}}))}(); In addition, discrepancies emerged along the lines of class and hometown. Forty percent of students receiving financial aid said they felt impostor syndrome often, compared to 25% of students not on financial aid. Students from the Southwest and Southeast reported experiencing impostor syndrome most often, at 46% and 35%, respectively. !function(){"use strict";window.addEventListener("message",(function(a){if(void 0!==a.data["datawrapper-height"])for(var e in a.data["datawrapper-height"]){var t=document.getElementById("datawrapper-chart-"+e)||document.querySelector("iframe[src*='"+e+"']");t&&(t.style.height=a.data["datawrapper-height"][e]+"px")}}))}(); !function(){"use strict";window.addEventListener("message",(function(a){if(void 0!==a.data["datawrapper-height"])for(var e in a.data["datawrapper-height"]){var t=document.getElementById("datawrapper-chart-"+e)||document.querySelector("iframe[src*='"+e+"']");t&&(t.style.height=a.data["datawrapper-height"][e]+"px")}}))}(); Changes to learning have also shaped students’ academic habits and routines. Almost two-thirds of respondents said they spend seven or more hours on a screen everyday. Academics, however, remained a relative priority when students were pressed for time. Respondents indicated that they sacrificed sleep, exercise, chores and social activities (each selected by more than 60% of survey-takers). Notably, 300 students, roughly 29%, also reported that they sacrificed meals. !function(){"use strict";window.addEventListener("message",(function(a){if(void 0!==a.data["datawrapper-height"])for(var e in a.data["datawrapper-height"]){var t=document.getElementById("datawrapper-chart-"+e)||document.querySelector("iframe[src*='"+e+"']");t&&(t.style.height=a.data["datawrapper-height"][e]+"px")}}))}(); This year’s data show a significant uptick in honor code violations, with 58% of respondents saying they had broken the code at some point—up from 46% in 2020 and 35% in 2019. As in 2020, the most common reason students broke the code was using unauthorized aid, which once again comprised more than half of the honor code violations.