The Quaker Campus: Whittier College Student Readership Survey

The Quaker Campus
Whittier College Student Readership Survey
April, 2005
Principal Investigators
Caroline Heldman, Ph.D.

Assistant Professor
Department of Political Science
Josh Lowensohn
Assistant Arts & Entertainment Editor
The Quaker Campus
'• \ -:
Project Managers
Erinn Carter
Beth DuVall
Benpramar Laitflang
Natalie Medallin
Sarah Oliver
Jessica Stowell ^
Lisa Ybarra
Research Assistants >
Peter Aiello, Ervin Amiel, Swati Balakrishnan, Steven Ball, Lauren Bourgoyne,
Kimberly Charlson, Allison Corona, Genaro De La Cerda, Cecelia Fortner, Jessica
Gardezy, Meghan Guarino, Christopher Harris, Georgia Hirsty, Alexander Ivezaj, Nathan
King, Jody Kitterman, James Marshall, Nicole Martin, Robert Ortega, Piyusha Perera,
Cirenia Ramos, Kathleen Repine, Heather Rodgers, Chanyn Sanchez, Pablo Sanchez,
Christine Sardo, Nvard Sargsian, Jose Suarez, Clinton Swift, Chaznae Waters, and
Andrew Yamauchi.
f«
''jj "( "•'(-, '

'-'Mt :fci''-'»
-!,,). *i/"
Table of Contents
Executive Summary 3
Project Overview 4
Survey Methodology 5
Sample Description 7
Major Findings 9
Overall Readership of the Quaker Campus 9
Where Students Get the Quaker Campus 12
Readership of Quaker Campus Major Sections 13
Readership of Quaker Campus Special Sections 15
Overall Satisfaction with the Quaker Campus 19
Satisfaction with Major Sections of the Quaker Campus 19
Satisfaction with Quaker Campus Special Sections 22
What Students Like about the Quaker Campus 26
What Students Dislike about the Quaker Campus 27
^ . Accuracy of the Quaker Campus 27
Perceptions of Accuracy in Quaker Campus Quotes 29
Suggested Changes for the Quaker Campus 32
Over- and Under-Representation of Groups 33
Student Knowledge and Use of the Quaker Campus Website 36
Appendix A: Annotated Questionnaire 38
Appendix B: Fielding Instructions 49
Appendix C: Cleaning, Coding, and Data Entry Instructions 50
Appendix D: Codebook 51
Appendix E: Verbatim Responses 60
'
f'Ci-y^'i
':3(-.r: '^:
Executive Summary
This report details the results of the Quaker Campus readership survey. Whittier
College students were randomly selected and asked about their experiences, opinions,
and behaviors pertaining to the student newspaper during the spring semester of 2005.
These results are representative of Whittier College students.
Most Whittier College students read the Quaker Campus on a regular basis. Six-
in-ten students say they regularly read the paper, while one-third say they read
the Quaker Campus "sometimes."
The Quaker Campus is more frequently read by students who live on campus,
upper-class students, and males.
The most popularly read sections are Campus The News section
Life and Sports.
is the least read of the six major sections in the Quaker Campus.
When it comes to readership of special sections, the Crime Log and Cheers and
Jeers are the most popular. Few students read the COR Minutes special section.
Over half of Quaker Campus readers are satisfied with the newspaper overall.
One-quarter are dissatisfied with the student newspaper.
Studentswho live off campus and Latino students are more satisfied with the
Quaker Campus than other students.
Students are most satisfied with the Campus Life section of the newspaper. The
Opinions section has the highest rate of student dissatisfaction.
Forty percent of Whittier College students perceive the Quaker Campus to be

accurate, while one-third of students think accuracy is lacking.
When asked what they would like to see more of, students prefer expanded
coverage of career-oriented and graduate school articles.
One-in-five students think that certain groups on campus are over-represented in

the Quaker Campus, namely, sports teams and student government.
One-third of students think that certain groups on campus are under-represented

in the Quaker Campus, namely, societies and sports teams.
Only one-quarter of Whittier College students know that the Quaker Campus has
a website.
:.} . 'ij.''; rr- >^(. .,:' V'? 'ijiO;
^;.w- '.
^,
'-C J ^ X--
'
''
-5 V.--T{.,v
;r-i: ^vwi.-', .if
, ^^ /rt'T;^''!'^,?';.'
-. 4J
' •»"!:•»>,.;- ;!;
i'.- y; <'f;i
J'-
Project Overview
This project is a comprehensive assessment of Whittier College students' opinions
about the Quaker Campus, the college's student newspaper that was established in 1914.
Approximately 30 students produce the Quaker Campus each week - from generating
advertising revenue to covering events and world news. The newspaper's student staff is
advised by professor and journalist Dr. Gary Libman. Allison Roth and Dustin Ray serve
as co-editors-in-chief, and Patrick Holmes is the managing editor of the student
newspaper.
Whittier College was established in 1887 by The Religious Society of Friends,
and has grown to its current size of approximately 1,300 students. The College prides
itself on engaging in learning beyond the classroom, and this project exemplifies
Whittier' s emphasis on praxis. This report represents a collaborative effort between
students in Dr. Caroline Heldman's Political Methodology class, students in Dr. Daniel
Duran's Operations Management class, and the Quaker Campus staff. Student research
assistants worked on the project from start to finish, including revising the survey,
selecting the sample, fielding the survey, data entry, and data analysis. Professionalism
was stressed at every step of the process, and the results presented here are scientifically
representative of the behaviors, attitudes, and opinions of Whittier College students.

,. ii.:) ':
-':"> . . * . .: ';:' '0'' .

•' ••'
.;-Jt'.'- .: !
;-•/ ) iS-
!V (/ I.;./..-'
• ;<_, ;>i.- ;rL">i-
'.'; t
i" *•'-, ?\i' '^T'O
.:'-:n:(i3 '>,
i> -'. . <':it3Jsj3?.?j
<:.,
a
., • J -!-. . Survey Methodology '
This project began as a directed study for Quaker Campus staff member and
Principle Investigator Josh Lowensohn during the 2005 Winterim. A solid draft of the
questionnaire was developed over the winter term and revised several times during
February and March of 2005 by research assistants, project managers, and the principle
investigators. The questionnaire was pre-tested twice on a student population to improve
its readability and quality. A copy of the final questionnaire with percentages for each
question is located in Appendix A. '

-
The survey was fielded from March 1 to March 1 1, 2005, to thirty randomly-
selected classes from the complete list of courses offered in the Whittier College catalog.
Faculty members selected for participation in the project were contacted by the Dean of
Students via email one week prior to the fielding period to ask for their participation.
Only one professor out of the thirty decided not to participate in the survey, and another
professor could not participate because the class selected was a sports team that was no
longer meeting because their season had ended. These two classes were replaced by two
additional classes that were randomly selected from the course list.
Ten research assistants fielded (administered) the Quaker Campus survey. Prior
to the actual fielding process, a number of meetings were held to standardize what was to
be said and done in every class. A handout was created to inform potential student
respondents about the purpose of the survey and the incentives they might win if they
chose to participate. An additional meeting was held so the research assistants could
separate all the surveys into manila envelopes by course name and instructor. Research
'
ît; i:,^n;.y,t _-.

v-^v^-i^}-^ ;;',} '/bift';
">
'trui
-\ ' i\ rAiWii 'A''
iOri .- ,.«;;!;;
l;?'-'s?N'^ts t i'f f
: ,.•! :h15 ;; ' :

':/ A V-
,1- ..- ,,
it»j. .:;::": jjility^l mn vs'-a^^ _

;;ji, ';,.;;::;'<;'/
'-;;05l.i:' 3'tSC?iIf^5"
/i":'A' *^'t
' "ufy !,. '•.;h»-n V0U Y^f^'O
1 (';>« iM'*, 'if\\'-
(•
:iyt>-^-. .;
.'•î.
assistants were asked to dress professionally when administering the surveys so students
would take the survey seriously and professors would see the importance of the project.
Research assistants who administered the survey introduced the project to each
class using the informational sheet found in Appendix B. Whittier College students were
offered an array of incentives for participating in the project, including free pizza for two
months, gift certificates to local restaurants, Starbucks coffee, and an i-Pod. These
incentives inspired nearly 1 00 percent participation among the students present in each
class. High participation rates by both professors and students produced a sample that is
representative of the demographic composition of Whittier College students as noted in
the next section. -- (
s.
::'U âh'v r.i'aes a^>..
!i\' V
i>! •jU >:%' ':"• .ii-v'-ni v'fv-jifj- n;-b h-:
q 'i/,^>. ... ^rf '.>i(w: V nZ':\t:.:i:iKi in-»0l9<\
T-G >:;t;^?l'w;. f-^jJ •^".
i^'•• '('/ j^;*.

Sample Description
Given the scientific method used to randomly select the sample, it is not
surprising that the demographic distribution of the sample mirrors that of the larger
population from which it was drawn. A total of 306 surveys were completed, netting a
margin of error of +4.4%.' As shown in Table 1, there are no significant differences
between the sample and the larger Whittier College population. ,.
Table 1: Sample and Population Comparison

KjiTu.;-; :,.•-, ij'^>\'i? fi!r^'-;hn^n o>
'H' :,:; 'i-;'it -i."
:>('". :
'. Vil-..- 'w <0
t^tU ''":..-;'(:;jii
- :•! U
Referring to Table 1 , there are a few small differences between the sample we collected
and the larger population that are worth noting. First, the sample contains more female
respondents (people who took the survey) than the larger Whittier College student
population. However, the gap between the sample and the population is too small to be
statistically significant. Additionally, while a greater percentage of White students
completed the survey than exist in the larger population, the difference is not significant.
Given this, we conclude that the sample reflects the population in terms of living
situation (on versus off-campus), class standing, gender, and race/ethnicity. Therefore,
the results presented in this report are representative of the attitudes, opinions, and
behaviors of Whittier College students. The next section presents the major findings of
the gwaêr CawpM5 readership survey. ; ,: \- ' V > t \.

>' jj .''• 'lii.i'.-: :.:} a'^-^-vrvd v,v:.nt,i^r_:
.1 Vliryj V
' i-'iji'i'^ ;.!;>1>ii *ii<!' fiSr:
iftf-ic ' , .
'
;v<'t-
-,-><;!:, i'i-r-:, isj^rty «>vi.irti
:'(tj. ,;?
.! -- .J 2|jt,''i'T
,, liU 1 :;p ' >f.i'
j;:*iriv(lT ,;:.tn
^ ; ', .?,. Major Findings
Student respondents to the survey were asked a total of twenty-five questions
about their overall readership of the newspaper, readership of major and special sections,
where students get their copies of the paper, overall satisfaction with the Quaker Campus,
satisfaction with specific sections of the paper, accuracy of the paper, experiences being
quoted in the Quaker Campus, what students like most and least about the paper, what
they would change about it if they could, and knowledge and use of the newspaper's
website. Each of these topics is discussed in turn.
Overall Readership of the Quaker Campus
The Quaker Campus enjoys consistent readership from most Whittier College
students (Chart 1). Six-in-ten students say they always (29.4%) or often (3 1 .8%) read the
paper, while one-third (33.4%) say they read the Quaker Campus "sometimes."
' "^ ''

',X''.t
•:J '^'^ ' i£.".' ', I--
0^-t'l
!'( •'<' .;''C»i'i"£-

; 7
:: &iU'>< mz
.ii'i I.t riti.-j'rb
vw -'<• i
vr?-..fT>. !,'
:''a^.
Chart 1: Overall Readership of the Quaker Campus
Never, 5.4%
Sometimes,
33.4% Always,
29.4%
Often, 31.8%
While 95 percent of Whittier College students say the read the student newspaper at least
sometimes, approximately 5 percent say they never read the Quaker Campus. When
asked why they do not read the paper, this small number of students gave varying
responses, from "not on campus very often," "I live off campus," "do not live on
campus," to the more negative "I think your articles are lame" and "lack of school spirit."
Significant differences are found in readership of the Quaker Campus by living
location, class standing, and gender. Differences in readership level were not found with
race/ethnicity. As Chart 2 indicates, students who live on campus are significantly more
likely to read the Quaker Campus regularly (meaning "always" or "often") than students
who live off campus (p<.05).^
^ The p-value or probability value tells us whether the difference we find between groups is statistically
significant. If the p-value is less than .10, the difference is statistically significant. For a simple
explanation of how this statistic is calculated, visit http://www.sportsci.org/resource/stats/pvalues.html.
10
. . n'f' V
^ w f •:;3'
} :
'. '"^1
-•' .
•'* '!•<'; mfn
Y - !!_..>
'<.!i
';*(";,.'It
'f';:'.-.j^
u-
< iViH"
Chart 2: Regularly Read the Quaker Campus by Living Situation
/T
100%
90%
80% 04.9%
70% /" / 55.7%
60%
50%
40%
30%
20%
10%
0%
Live On Campus Live Off Campus
In terms of class standing, upper-class students are more likely than first-year
students to be regular readers of the Quaker Campus. Sophomores (70.7%), juniors
(59.3%), and seniors (64.6%) are significantly more likely than first-year students
(49.4%)) to read the newspaper "always" or "often" (p<.05).
Gender differences also surfaced in terms of regular readership of the Quaker
Campus (Chart 3). Two-thirds of male students (66.9%)) report that they are regular
readers compared to 57.1% of female students (p<.10). Furthermore, female students are
much more likely to report that they "never" read the Quaker Campus than men (7.9%
compared to 1.8%). - ..,:., • '

. >•
11
;ivJi
-:V:,îSi ..-. ,^
ii .,- :?V..
<:''?>
^./G.'M'. (•>
!
'
7i-f
î i:- " li
.{•
'. ' ;
';.' .\ r-
^'^-
i>^>. '.ii O*
s^
Chart 3: Regular Readership of the Quaker Campus by Gender
100%Y
Male Students
/;;.•(:
1-"':
'*?h.'^y"; I.'
'.»''
.1, r;, i . -j:

~ is read regularly by 54 percent of students, followed by the Sports (49.7%), Arts and
Entertainment (44.5%), Opinions (44.0%), Campus Calendar (40.2%), and News (37.8%)
sections.
Differences in regular readership of these different sections were found by living
location, gender, and race. Students who live off campus are far more likely to read the
Campus Calendar section of the Quaker Campus than students who live on campus (50%
compared to 34.9% percent) (p<.05).
A greater percentage of female students (46.3%) are regular readers of the
Campus Calendar than male students (31.2%) (p<.10). However, male students are
significantly more likely to regularly read the News section (42.6% compared to 34.1%)
than female students (p<. 10). Furthermore, male respondents are far more likely to be
regular readers of the Sports section than female respondents (66.4% compared to 38.6%)
(p<.05)(Chart4).
..'.J
13
.,'. ,., .'"V >'! .:i<:iq'/.
y.icV-.
/I
:uii h
i. a; '/.
.;\'">{fl V.^ '
'^-.. \-
>
Chart 4: Regular Readership of the Sports Section by Gender
/
100%
90%
80% fifi 4%
70%
60%
50% 38.6%
40%
30%
20%
10%
0%
Male Students Female Students
Gaps in rates of readership by section were also found by racial/ethnic group. We
are not able to compare across all groups given the small number of some (e.g., African-
Americans and Asian/Pacific Islander), but our data do allow us to compare the two
largest groups on campus: Latinos and Anglo- Whites (Chart 5). We find that Latino
students (50.0%) are significantly more likely to be regular readers of the Campus
Calendar section than White students (34.5%) (p<.05). Latino respondents also read the
Arts and Entertainment section at higher rates than Anglo-Whites (56.8% compared to
43.8%) (p<.05). The gap flips when it comes to readership of the Sports section. Well
over half of White students read the Sports section (54.6%) compared to four-in-ten
Latino students (4 1 .2%) (p<.05).
14
.r.''f
•It t:
^'oui- fi- •''\ .;: 't»v5
.-' '" -3/5 .

->((
" -U ':'i'
-:'"-> lt>,"
Cin yfh !' ; f 1 ••

l^r:^
.Lv- '-';(<)'•;. 1 1-1

Chart 5: Regular Readership of Different Sections by Race/Ethnicity
100%
90%
80%
70% I Latino
56.8% 6 4 .6%
60% Students
50.0%
50%
40% I White
30% Students
20%
10%
0% , J
Campus Arts and Sports
Calendar Entertainment
Readership of Quaker Campus Special Sections
Student respondents were also asked about their readership of eleven special
sections from the Quaker Campus: The Crime Log, COR Minutes, Comics, Staff
Editorials, Cheers and Jeers, Cribs, On Edge, Beer of the Week, Sound Bytes, Sports
Shout, and Fanatic (Chart 6.) Among Whittier College students who read the Quaker
Campus at least sometimes, the Crime Log (56.1%) and Cheers and Jeers (54.5%) are the
most popular. Few students read the COR Minutes special section (10. 1%).
15
>*':.
'
-r. J '
:..,• -i^-'
5-
Chart 6; Regular Readership of Quaker Campus Special Sections
100%
Crime Log Cheers Comics Sports Fanatic Beer of Staff Sound On Edge COR
and Jeers Shout the Weel( Editorials Bytes Minutes
Differences in regular readership of the special sections were found along the
lines of living location, gender, and race/ethnicity. Seven percent of students who live on
campus say they "always" read the Staff Editorial section compared to no students who
live off campus (p<.05). Similarly, six-in-ten students who live on campus (58.5%)
regularly read the Cheers and Jeers section, compared to just under half of students who
live off campus (49.0%) (p<.05).
The Cheers and Jeers section warrants special attention due to the number of
differences found in readership among groups. First, this special section is less popular
16
if-, fail f'<'«
f'. .j; :;,r'\.^f- .'^ffii
!; V6l
•
t- '
J ' -ti ;
';< 1 '.;?.!!>
among first-years students (38.0%) than upper-class students (ranging fi-om 56.7% to
65.5%). Secondly, Cheers and Jeers is significantly more popular among female students
(60.5%) than male students (46.3%) (p<.05). Lastly, Lafino students (52.9%) read this
special section regularly at a much higher rate than Anglo- White students (39.7%)).
Additional gender differences were found in readership of special sections. Only
one-quarter of female students (25.9%)) read the Beer of the Week section regularly
compared to 40.2 percent of male students (p<.05) (Chart 7). Similarly, fewer female
students (19.4%) regularly read Sound Bytes than male students (28.7%) (p<.05). Male
respondents are also much more likely to be regular readers of the Sports Shout and
Fanatic special sections (see Chart 7). :' '

•
|,r'i ^- ,''.- -r
1 ;..
V^ f '1 !
17
;)) o-f"'^', ;< ; i<ri :.i'\'}i'>\i) .'tnt^bi-n
^<. '',»;'
'*'
'^li ,:,.;;Jil!"* OnJl'
C: :/ .'i/^.:
J.: v!^;.-^;,,'*:; ^jk?:
..'•! p;
a:; !*<' =
. .V ,•-. .- f
i'-iU-i 1
\ .lî lî--
Chart 7: Regular Readership of Special Sections by Gender
I Male
Students
47.7% 47.7%
28.7%
I Female
Students
Beer of the Sound Sports Fanatic

Week Bytes Shout
Many significant racial/ethnic differences exist in readership of Quaker Campus
special sections. Latino students are less likely than their White counterparts to regularly
read the Crime Log section (52.9% compared to 60.0%) and the Beer of the Week section
(28.8% compared to 37.4%) (p<.05). Conversely, Latino students are more likely than
White students to be regular readers of On Edge (32.0% compared to 19.4%)) and Sound
Bytes (29.4% compared to 20.7%) (p<.05).
Given these findings, it is clear that the Quaker Campus is not the same
newspaper to everyone. Students of different backgrounds and living situations read
certain sections more than other groups on campus. The next section delves into student
satisfaction with various aspects of the Quaker Campus.
18
J'tf'ii:
:v i-i.r.->\i'^''b V/ii'-v-.b.|;^{5';
'.'-'
^ '•u
'':^ ''^'.: '> '!i.»i;./0>''

'r'-"* '' '-:';/';»''*JV .
'V r. i .V -( •v.^v-r'-^
'l'- o -li'l^jij, i.C;(:r/';7 • '
\<y'\^^' 'i.
',!•> :>.--'
Ah ^.r \..:H>-.
!^./i': :-t. ,i::r.
.if;!->f
"M , , y" ,:
A^
Overall Satisfaction with the ^ttoAer Cam/>MS
Over half of Quaker Campus readers are "very satisfied" (9.2%) or "somewhat
satisfied" (43.6%) with the newspaper overall. Fewer than one-in-five readers of the
paper express dissatisfaction, with 1.8 percent being "very dissatisfied" and 17.9 percent
reporting that they are "somewhat dissatisfied." About one-third of Quaker Campus
readers say they are neutral when it comes to satisfaction (27.5%). No significant
differences are found in satisfaction when it comes to class standing and gender.
However, students who live off campus (64.0%) are far more likely than students who
live on campus (47.3%)) to report satisfaction wdth the Quaker Campus (p<.05).
Additionally, Latino students (60.0%) are significantly more likely to report satisfaction
with the newspaper than Anglo-White students (52.9%) (p<.05).
Satisfaction with Major Sections of the |2««*^'' Ca/w/JMS - -
Whittier College students who read the Quaker Campus were asked about their
level of satisfaction with each of the six major sections of the student newspaper.
Students are most satisfied with the Campus Life section (45. 1 %), followed by
approximately one-third of students who report satisfaction with the other sections (see
Charts). , ,,
! M .' >;i;- ,.,> -
19
vJk-^' ' ,.;(
V I .„
. asr. i j:
ji ' -.•.•^',.:;»> %%l-> mmi'^-.
•~C ' . I •Tb^
l-l. .J^^ .-
' ••• '

-lit..: r-j
'.;«. 'to t'TJ:!-^'
.(8 nr
Chart 8: Satisfaction with Quaker Campus Major Sections
100%
0%-*^
Campus Life Arts and Campus Opinions News Sports
Entertainment Calendar
In terms of dissatisfaction, students who read the newspaper rated the Opinions
section most negatively (21.7%), followed closely by negative ratings for the Sports
section (18.5%), and the News section (1 5.2%). Around ten percent of Quaker Campus
readers are dissatisfied with the Campus Calendar, the Arts and Entertainment section,
and the Campus Life section, respectively.
Level of satisfaction with the six major sections of the student newspaper varies
by living location, gender, and race/ethnicity. Students who live off campus are more
likely than students on campus to report satisfaction with the News section (41.1%
20
'.'
,'U' •?:?;*
;-.""'«? I- :^
•
:,• 1 1
*',* ih^n/y
-;
l\-_
r rr^' li'K :
:-n v! ^.q ;5--' :' J îlK?i =

compared to 29.0%), the Campus Calendar (55.9% compared to 33.9%), and the Campus
Life section (42.1% compared to 43.4%) (all differences significant at the .05 level).
When it comes to gender differences, female students report higher satisfaction
than male students for the Campus Life section (49.0% compared to 41.0%) and the Arts
and Entertainment section (42.1% compared to 33.9%) (all differences significant at the '
.05 level) (Chart 9). Male respondents (38.5%) are significantly more satisfied with the
Sports section than female respondents (28.7%) (p<.05). ...
Chart 9: Satisfaction with Major Quaker Campus Sections by Gender |_
ioo%yT
90%-
80% -H
70% Male
60% Students
49.0%
50% 41.0% 42.1%
38.5%
40% 33.9'
28.7% I Female
(.
30% Students
20% i.-n
10%
^W.
0%
Campus Life Arts and Sports
Entertainment
Satisfaction with major sections of the Quaker Campus also vary by race/ethnicity
(Chart 10). White students (42.8%) are much more satisfied with the Opinions section
than Latino students (25.4%) (p<.05). Latino students are significantly more satisfied
with the Arts and Entertainment section than White students (54.9% compared to 39.9%)
(p<.05).
21
•
-
'XUi ';'>'. ^^" ! 1/
'
1
-'; •?{{ ::>
(..'?'<-.'' ::r.i'i.::
'1^ < '^'.i ^ ,. -i^-
V--.
«,
.Ci '': • -!':,= * rSr-'*'^!??"
-<.'<
,-*3
Chart 10: Satisfaction with Major Quaker Campus Sections by Race/Ethnicity
100%
90% ./r
80%
70% Latino
54.97o Students
60%
50% ./ 42.8% 39.9%
White
40% I
25.4% Students
30%
20%
10%
0%
Opinions Arts and Entertainment
Satisfaction with Quaker Campus Special Sections
Respondents were also asked about their level of satisfaction with the eleven
special sections included in the Quaker Campus (Chart 1 1). Students who read the
newspaper at least "sometimes" report highest satisfaction with the Crime Log (53.8%)
and Cheers and Jeers (50.2%) sections. Few students reported satisfaction with the COR
Minutes section (13.7%).
22
'its:
«•?-?•"'•;• .:!• ;
(f
.'.' U'>
't'- :'u-">'
J-^"-' V,
•^J
Chart 11: Satisfaction with Quaker Campus Special Sections
Crime Cheers Cribs Comics Beer of Sports Fanatic Staff Sound On Edge COR
Log and Jeers tlie Week Shout Editorials Bytes Minutes
Differences in satisfaction with the different special sections of the newspaper
emerge with living location, class standing, gender, and race/ethnicity. Students who live
off campus are more likely than those who live on campus to be satisfied with the Staff
Editorial section (35.1% compared to 27.1%) (p<.10). In terms of class standing, first-
year students (39.7%) are significantly less likely to report satisfaction with the Cheers
and Jeers section than other students (ranging from 51.8% to 58.1%) (p<.05). On the
other hand, first-year students are more satisfied with the On Edge section and the
Fanatic section than other students (see Chart 12).
23
rtf)-:*;? sir.
' ;
..' 1> r.
:-;X'. . Av ^^}
>.: '.
..I.
ii -
;-'/i \-
ît:
''..'>• i:-:''v .':-^!fI "•'
'ti.CJ^* ^''i.
Chart 12: Satisfaction with Quaker Campus Special Sections by Class Standing
100%
90%
80%
First- Years
70%
60% Sophomores
50% DJuniors
38%
40%
28% 2B% D Seniors
30% 22%
20%
m±2Lll%
«2^ ^ 20% 2lt^ > a
10%
0%
Campus Life Fanatic
Satisfaction with special sections of the Quaker Campus also varies by gender
(Chart 13). Female students who read the newspaper are more satisfied than male
students with the Comics section (41.3% compared to 30.2%) and Cheers and Jeers
(65.7% compared to 42.8%) (all differences significant at at least the .10 level). Male
students are more satisfied than their female counterparts with the Beer of the Weelc
section (40.0% compared to 29.6%), Sound Bytes (30.7% compared to 23.4%), Sports
Shout (41.5% compared to 27.6%), and the Fanatic section (41.5% compared to 22.9%)
(all differences significant at the .10 level).
24
1
.»••<-.;.• i!.-i%
^j«15«*
:-MV.:. . : -'.;;-H.'V., .1:;? ::
iP • ^ ,'j" H'" '->
;.(5Ji'<;yii
.1; M.l-m
Chart 13: Satisfaction with Quaker Campus Special Sections by Gender
BMale
Students
(Female
Students
Comics Cheers Beer of Sound Sports Fanatic

and Jeers the VJeek Bytes Shout
Racial/ethnic differences also emerged in terms of satisfaction with special
sections of the Quaker Campus (Chart 14). Anglo- White students report higher
satisfaction with the Crime Log (56.2%) than Latino students (5 1 .0%) (p<.05). White
students are also more satisfied with the Cheers and Jeers section (56.1% compared to
42.0%), the On Edge section (23.3% compared to 16.0%), and the Beer of the Week
Section (40.6% compared to 26.0%) (all differences significant at the .05 level).
25
e:*K>'
'>>:i-''tt"^
u- ufi'lS.,' .:;.:'!i .''Yi. t;" !

.:â J
"-;,'-•!.
''•ui,-;
-•i^
.
".
j;' *"v' i 't .; >
^
Chart 14: Satisfaction with Quaker Campus Special Sections by Race/ Ethnicity
M Latino
Students
I White
Students
Crime Log Cheers On Edge Beer of the

and Jeers Week
, .,
Differences in satisfaction with major and special sections of the Quaker Campus
generally coincide with readership levels of each section. That is, groups who are less
satisfied with specific sections are less likely to read those sections.
What Students Like about the Quaker Campus
Respondents were asked an open-ended (fill in the black) question about what
they like best about the student newspaper. Verbatim responses to this question can be
found in Appendix D. Their answers typically included a major or special section,
namely. Cheers and Jeers, the Crime Log, Beer of the week, and Sports: "Cheers and
Jeers rock my socks," "Crime Log to see if I'm in it." Respondents also made comments
about the staff and general comments about the paper's value: "It's obvious that the staff
is enthusiastic and I like that," "Gives students a chance to voice their opinions," "I like
26
\ '
*(
: . i.i - . ,!
;
-:>' JL>
..;"»-y.«;-,.'0 .:h
.-I-''. '. ''-i'-
nWr: '\-y Vi
>>-,;•, v.-j: ..
i-n'i*
;;•;) .';! i t,;'?., :i:h:.:. li.

the writing." More than one student made specific mention of the high quaHty of articles
written by Danielle Omer, Christine Gutierrez, and Kevin Perez. Survey respondents
also mentioned the buy-one-get-one-free movie tickets at the local movie theater when
asked their favorite aspect of the Quaker Campus.
What Students Dislike about the Quaker Campus , ,
Student respondents were also asked what they dislike about the school
newspaper. Verbatim responses to this question can be found in Appendix D. Responses
ranged from tame ("all the boring stuff," "too biased," "the writers") to vitriolic ("I don't
like articles about arrogant people, writing stories in the '2" person' about themselves,"
"Its 'wanna be a real paper' attitude when it really sucks"). It is worth nothing that a
sizable number of students wrote in comments about accuracy in response to this
question, but this is likely the result of priming from a previous question regarding the
accuracy of the paper.
Accuracy of the Quaker Campus
Respondents were asked a series of questions pertaining to the accuracy of the
Quaker Campus. More specifically, students were asked about the accuracy of their
quotes in the paper, and the overall accuracy of the publication. The Quaker Campus
generally receives high marks in terms of accuracy (Chart 15). Over forty percent of
students think the newspaper is "very" or "somewhat accurate" (41.7%), while one-
quarter are neutral on the subject. Thirty percent think the newspaper is "somewhat
inaccurate," while 3.3 percent say it is "very inaccurate."
27
!' > Vi! .
;' :!^/i Mil'*U
1, ••'tf.?''* :: -.t/i I.
ii!.
M T / X?!
>
I ' . .T . ( *• .'Cj^-l'
vtIju'
ri-jflv;
-,
— iiTKf^v.',
t'> i
'!•... i-j-;' , ;'i':.r>'^
->r Ur. ,T:'S',-' '7.41
M .1 ,
'î :, .iiÛ' ::
'/' -;%-•
r.rî!-:.' 'jc ".IimA^
,
.]•'.
:!•+=
Chart 15: Perceptions of Overall Accuracy of the Quaker Campus
Significant background differences appear with regard to perception of overall
accuracy of the Quaker Campus. Over half of Whittier College students who live off
campus find the newspaper to accurate (54.0%) compared to only one-third of students
who live on campus who report the same (34.3%) (p<.05). Furthermore, seniors (49.2%)
are significantly more likely than lower-class students (ranging 38.7% to 40.7%) to report
that the Quaker Campus is accurate (p<.05).
28
•4'
.1 :
J''!;*"
M V
>"!' '!' '

,Vî'.! •:,^;' . -i' I \ r .^. J
'j-hi- ,,:
Perceptions of Accuracy in Quaker Campus Quotes
Accuracy was also measured regarding student quotes in the school newspaper.
Thirty-eight percent of respondents report that they have been quoted in the Quaker
Campus at some point. Students who live on campus are significantly more likely to be
quoted than those who live off campus (40.7% compared to 29.7%) (p<.05). Not
surprisingly, the longer a student attends Whittier College, the greater their chance of
being quoted in the student newspaper (28.9% of first-years compared to 51.7% of
seniors) (p<.05). A student's likelihood of being quoted in the Quaker Campus does not
vary by gender or race/ethnicity.
Whittier College students generally believe that they have been accurately quoted
in the student newspaper. Chart 16 shows a breakdown of students who have been
quoted, and student perception of quote accuracy.
29
Mi: :' ':'(! J' '
' ,1. ,. .. y::i :-.;:
'?S.''
•I y^' ,<
.qiu:^.
i.u .iiriO'! U> b^'>Cy,'
„ >;! «-\ -•' Vi
:j;. '.i .,',..' 'f- . ..it'

Chart 16: Accuracy of Student Quotes in the Quaker Campus
Quoted
Inaccurately,
8.7%
Quoted
Accurately,
28.7%
Never Been
Quoted,
62.5%
Among students who have been quoted in the Quaker Campus, 76.7 percent
believe their quote(s) to be accurate. Fewer than one-in-four respondents say they were
inaccurately quoted (23.3%).
Student perception of accurate quoting in the Quaker Campus is linked to overall
satisfaction with the publication (Chart 17). Among students who have been quoted, 68.5
percent of those who feel they were quoted accurately are satisfied with the Quaker
Campus compared to 43.4 percent satisfaction among those who feel they were not
quoted accurately (p<.05).
30
.' * - ; u •'0':(-'j?;:i"ir •> :•
-j.i.'. 'vdtr^v/s'l
•''' Mi
:Av-o» '
:ji'X -yv;
t:'.: );.p
!fe-
Chart 17; Overall Satisfaction with the Quaker Campus by Accuracy of Quote(s)
Students who believe they have been quoted accurately in the Quaker Campus are
much more likely than those who believe they have been inaccurately quoted to give the
newspaper high grades in terms of overall accuracy (Chart 18). Among students who
have been quoted, 43.2 percent of those who feel they were quoted accurately think the
Quaker Campus is generally accurate compared to 34.8 percent of those who feel they
were not quoted accurately (p<.05). . J,:^ :^ .'. : ;i
1- • , .' . -n
31
-,.> ,,.-.1
) Vl.! 'JV slK:: 'I >?:,•.
>i --
.:k' -' --i-'t 'I'
Chart 18:
ii!'ij?l«i''i 5-„.
ii i,i >- .,'' : ) •^•^^v.iiO :>a.
'V c>r :CttL
., »\n, ^' "M.:. :-^. '^'/v;* ju:^;.
;0-{^:-
)i
'I ,
' /
/!i;V;-:-;. ,L,j;i.
. tL-ui. .,<U'ij.. f.
A'i<
i:.
Respondents were also asked what they would change about the Quaker Campus
in an open-ended question. Verbatim responses to this question are included in Appendix
D. Student answers ranged from comments about the layout of the paper ("a bit more
decorative, sassy, appealing," "headlines in color," "layout could be changed up to add
variety"), to content ("a little more depth, more articles, less stuff," "less sports and more
news, editorials," "more articles featuring professors," "sex advice article"), and accuracy
("actually edit stories," "don't misspell people's names and misquote facts," "correctly
quote and get some stories straight," "the constant grammatical errors are armoying"). It
should be noted that previous questions about accuracy and specific changes to the
Quaker Campus likely primed students to reiterate their earlier answers here in this open-
ended question.
Over- and Under-Representation of Groups in the Quaker Campus
Respondents were also asked their opinions about whether certain groups on
campus are over- or under-represented in the student newspaper. Only one-in-five
(22.3%) respondents think that the Quaker Campus gives too much coverage to specific
groups. Among students who think this, 37.1 percent think that sports teams get too
much coverage, followed by one-fourth who think that student government receives too
much attention (24.3%) (Chart 19).
33
vi'--: j 'jv >. _.>. -.",-» ;;:''", "
'itt
i 1 ,
* . M
<'.,^' j'Ij r_. iV'!'
I ':.
'>! '
:• ^;,. '.,'
.-•;»-;
•:
v';
1- ; ',
'
! '\T.'(-;; »' l'i5
,n •;; !! -,i" -I'fi; . •'

.\j|;' H" .,rll
> • 'i- 'x. jTiV.' •.
'i\-oi ! t;i -^^ "^
t-ii: '.ilu
:^'i-«.j.
vVvl \\
Chart 19: Perception of Group Over-Representation in the Quaker Campus (n=70)
^'""^
100% -^
90%
80%
70%
60%
50% 42.0%
37.1%
40%
24.3%
30%
20%
J
10% 2.9%
0%
Sports Student Societies Racial
Teams Government Groups
When it comes to under-representation, one-third of Quaker Campus readers
think that a certain group(s) does not receive enough coverage (32.6%). Among readers
who believe there is under-representation, 22 percent think that societies do not get the
coverage they deserve, vs^hile 18 percent report the same for sports teams (Chart 20).
i 1, !i ,
•:^'v-. ;:;.:*;,:
-^
•" ,
34
H*'«'»'-- -. '
>. •' 1 .'OO
,. eNi.-cJjii: ,
' 'iix. "•.•.-a(? !*i; e.i <;Oui.:>:;
'H'' f-.' (i 01;.

Chart 20: Perception of Group Under-Representation in the Quaker Campus
(n=100)
100%-ii
90%
80%
70%
60%
50%
40%
--T
30% .yr 22.0%
18.0%
20%
7-0%
10% 2.0%
0% ^
Sports Student Societies Racial
Teams Government Groups
Differences in opinions about over- and under-representation of different groups
emerge in terms of living location, class standing, gender, and race/ethnicity. The
number of respondents who believe the Quaker Campus over- and under-represents
certain groups is too small to calculate statistical significance, but major percentage
differences are reported here.
A greater percentage of students who live on campus (28.9%) think that student
government is over-represented in the newspaper than students who live off campus
(18.3%). More female students (41.3%)) think that sports teams are over-represented than
male students (33.3%)).
When it comes to opinions about «« Jer-representation, a greater percentage of
students who live on campus (24.6%)) think that societies are M«<ier-represented than
35
V:;^T>^> 'vii&'.iiill 3«i? ml :Uii
si'mr-iiuc- «
in:
.li/'-:.;'J!f:1o.o-!»'<
£;;?,- );;;-'- .•. •> 'M' iK !.'

'
if,"i:... ;utJ«;;j)
;.;.i;f: > ii<,i<:;<^ ':j 2'ji ^îJ U ;-nirfWi
•'(>Q(,:' J no '-
students who live off campus (19.4%). A higher percentage of female respondents
(28.3%) think that societies are under-represented than male respondents (13.2%).
More on-campus students (19.7%) think that sports teams are under-represented
in the newspaper than ofF-campus students (1 1 .1%). Fewer juniors (5.6%) and seniors
(8.3%) think that the Quaker Campus under-represents sports teams than first-year
students (22.7%) and sophomores (27.3%). Thirty-two percent of male students report
that sports teams are ««Jer-represented compared to only 8.3 percent of female students
who report the same.
Student Knowledge and Use of the Quaker Campus Website
The Quaker Campus offers a website that is updated frequently for its readers
( www. q uakercampus com ) . . One-quarter of Whittier College students are aware that the
student newspaper has a website (24.8%) (Chart 21). Among respondents who are aware
of the website, 40.6 percent say they have visited it "a few times," while 2.9 percent say
they visit it "often." It is safe to say that students are not generally aware of the Quaker
Campus website, and it is accessed infrequently by this population.
36
^.,:v'^nV^^^r.j::4i.-rrA-
>^tji'C^'- 'MJ-:'''V
>^.''. .
' --..i^ ^.^' e>t^>'-. -'J
jjJads'jV -m''\
'.
''>
i'i i
)^
'{ •-i:-^ i»-,: -> >'>- 5-'-- ;v,(.fV. ;';;!-' 'o,.> ;i!-!i-mf-V¥ I
t'>iM'^V
.j-v;^:; :.-..i»;^J'/ ^>!•^4i
*!? .'/ U f^ J iO£i :/:
,^.rr^ "U:
>
Chart 21: Awareness of the Quaker Campus Website
Aware of the
QC Website,
24.8%
Certain students are more likely to be aware of the Quaker Campus website than
others. One-third of seniors (32.3%) are aware of the website compared to 28.8 percent
of juniors, 22.6 percent of sophomores, and 17.1 percent of first-year students (p<.05).
Likewise, Latino students are more likely to know about the website than White students
(30.8% compared to 24.3%) (p<.10).
37
i'rt.- 's
^.' i:v'>tfri<:. ;(,; ^j,
'" i
. V i Otl. , .' '-.i'"^/lt
V!-:' ,ir.-.,; •.•,r;f

;
/O )..-:
•i^
i--^ •t^W?"-'.-* " - * X.-'-î--..* ^ -: A'i* --''»* .•'H'" ->-*•— • -«
Appendix A; Annotated Questionnaire
Ov C:! 'r;-- Q.*,--^; '-v. -jt-^
38
• ttVM*«*ft- v/i-+>:flj-^
Thank you for taking the time to fill out our first-annual readership survey for the Quaker
Campus, Whittier College's student newspaper. Completing this survey should take less
than ten minutes. The purpose of this survey is to improve all aspects of the QC. This
survey is confidential, so please be honest with your responses and let us know if there are
things not on the survey that you feel strongly about. Again, thank you.
-The QC staff
Section I: Your Opinions About The Quaker Campus
Q1 How
(1)
(2)
.
Always
Often
often do you read the Quaker Campus? (Please circle the answer that best fits.)
M
(3) Sometimes
(4) Never
-A vjwtHo«iNfc-««^..*^>v*t*«;-*. -*• "v.Ht.-— -v«i- 'tt- jfa-:.'jm*i. i mnm'
mmrn
'-.'- JC
' 'y I *.
-'-^
\';.H,j\. ]. ;_*,, >! . ':
Q3. How often do you read the following sections of the Quaker Campus? (Please put a check in the
box that best describes how often you read each section.)
Section of the QC
i' l:; ; :,ii,-
"•, f;,^
( -
Q5. The Quaker Campus runs special feature articles in each issue. How often do you read the
following special feature articles? (Please put a check in the box that best describes how often
you read each article.)
Miuuica \9t;i;iiuii;
onr
•
!
Q6. Now we would like to know your level of satisfaction with each special features article. (Please
check the box that best describes your level of satisfaction with each special features article.)
Articles (section)
Q7. How interested are you in seeing the following topics in future issues of the Quaker Campus?
(Please put a check in the box that best describes your interest in each topic.)
Topic
'hUO:
-,--.*.
; •..'"£;'=*!'•
•v--.0''--"»
Q10. you have been quoted in the Quaker Campus, have you been quoted accurately?
If
(Please circle the answer that best fits.)
(1) No, I've never been quoted in the Quaker Campus 62.5%
(2) Yes, I've been accurately quoted in the Quaker Campus 28.7%
(3) Yes, I've been inaccurately quoted in the Quaker Campus. (Please specify in the area
below.) 8.7%
Q11 Now we would

. like toknow how accurate you think the Quaker Campus is. (Please circle the
answer that best reflects the accuracy of the Quaker Campus.)
(1) Very inaccurate 3.3%

(2) Somewhat inaccurate 29.7%
(3) Neutral 25.3%
(4) Somewhat accurate 38.8%
(5) Very accurate 2.9%
Q12. Do you as though the Quaker Campus over-represents any groups on campus? (e.g.
feel
societies, student government, sports teams, racial groups, etc.) If so, please specify which
groups you think are over-represented and how they are over-represented:
(1) Societies 4.3%

(2) Student Government 24.3%
(3) Sports Teams 37.1% ~ ^. ,^ ,
.
. >,
(4) Racial Groups 2.9%

(5) Other 31.4%
Q13. Do you feel as though the Quaker Campus under-represents any groups on campus? (e.g.
societies, student government, sports teams, racial groups, etc.) If so, please specify which
groups you think are under-represented and how they are under-represented:
(1) Societies 22.0%

(3) Sports Teams . 18.0%
^
(4) Racial Groups 7.0%
(5) Other 51.0%
44
J—iS-S-i-.-j. ,;j jjilSL;
•'??' ';;.. : L-:]î 't>3u .-
..'•f
n?rt-^ ^
'
-I'M,; : >..;,v,.v ..)-.v ,„ ?r:,;
Q14. What is your current overall satisfaction with the Quaker Campus? (Please circle the response
that best describes your satisfaction level.)
(1) Very dissatisfied 1.8% ^'., .
(2) Somewhat dissatisfied 17.9%
(3) Neutral 27.5%
(4) Somewhat Satisfied 43.6%
(5) Very Satisfied 9.2%
Q15. What do you like the most about the Quaker Campus? (Feel free to list multiple things you like
about the QC.)
Q16. What do you like the least about the Quaker Campus? (Feel free to list multiple things you
dislike about the QC.)
Q17. If you were the editor of the Quaker Campus, what changes would you make to the QC, if any?
(e.g., the layout of the paper, the types of articles run, the writing style, length of the paper, etc.)
45
f-:>;a 7,e« Oi^fi€0' :-^.£"} ' tUCîrt^^- e-:.
>M-;^ .''"C,i''!^ ./
'i; , 'i; Vi
•,;.>' -^
.V
Section II: Background Information
Now we would like to know some information about your background so we can
classify your previous answers. This information will be kept strictly confidential.
is
Q18. Where do you live? (please circle one)
(1) On campus 61.1%
(2) Off campus 38.9% j,.
Q19. What is your class standing? (please circle one)
(1) Freshman 28.0%
(2) Sophomore 29.0%
(3) Junior 20.5%

''
22.5%
''
(4) Senior ' '
Q20. What is your gender? (please circle one)
(1) Male 38.6% • •
(2) Female 61.4%
Q21. What is your age:
(18) 13.1%
,': iV'
.'. C i,
': 'Ji.'jL
'/: O ,C-'
ij-Krc:
Q23: Are you Spanish/Hispanic/Latino? (Circle (1) if not Spanish/Hispanic/Latino.)
(1) NO, not Spanish/Hispanic/Latino 73.7%

(2) Yes, Mexican, Mexican American, Chicano ; 18.9%
(3) Yes, Puerto Rican 1.1%
(4) Yes, Cuban ' .4%
(5) Yes, other Spanish/Hispanic/Latino (please specify) 6.0%
Q24. What is your race?

(1) Black, African American 3.0%
(2) White, Caucasian 53.9%
(3) Spanish, Hispanic, Latino 21.9%
(4) Asian, Pacific Islander 14.5%
(5) American Indian 1.1%
(6) Other (please specify) 5.6%_
025. What campus organizations are you involved in, if any? (e.g., sports teams, societies, student
government, clubs, etc.)
(1) Societies 20.7% _ . .
(2) Sports Teams 36.9%
(4) Clubs '

29.8%
(5) Other 11.1%
."«!
^^^'tfW
026. Please use the space below to provide any other feedback you would like us to consider.
(1) Positive OC
towards the 41.3%
(2) Negative towards the OC 21.7%
(3) Positive towards the survey 4.3%
(4) Negative towards the survey 6.5%

'
(5) Other ^ , 26.1% Vv i

' '
47
'";n.;,!\"-
:.'r.r
ViOSi
> '-;
v>\ ,
r\ V 0'^
Please tear off this sheet and
turn in separately.
We may want to contact you in more information about your opinions

the future to get
regarding the Quaker Campus. you are
If willing to be contacted again, fill in the
information below and tear off this sheet and turn it in separately from your survey.
Any informiation you provided on this survey will remain confidential.
Name
Telephone Number [ )_
Campus Mailbox
E-mail Address QC
Thank You!
Please tear off this sheet and

turn in separately.
48
a J.,
m
î5>#vu\ *^ m ^9»d^k w'-'i'i^
Î'lfe^
i- . .-•» .
I
V,: '...- ..::' o i k J...
Appendix B: Fielding Instructions
Quaker Campus Readership Survey

Survey Instructions
These instructions must be read verbatim prior to passing out the QC survey to the participating class. No
exceptions! Be aware that you are taking up valuable class time, so move through this introduction in a
timely manner.
Hello, my name is am here today to administer a survey for the

and I
Quaker Campus. I am working on this research project as part of a research methods course am taking. I I
hope that you will decide to take a few minutes to complete this confidential survey, but you are in noway
obligated to fill it out. If you do not want to complete a survey, this will not affect your grade or count against
you in any way . : :,
Whether or not you decide to complete the survey, you can rip off the back page and hand it in to me to put
your name in a drawing to win several great prizes: ,
;
"iPod ,.;; . .
— 2 months of free pizza from Brickhouse

— 2 X lib. bags of coffee from Starbucks
-2x$10gift certificates for Mimo's Cafe i ,; .
,
— $25 gift certificate (or 2 free dinners) at Los Portales restaurant .. .,
-- $10 gift certificate for Dattilos

~ 4 Movie passes @ Whittier Village Cinemas
We will draw winners and contact them before spring break to collect their prize. ,
'
s.
Does anyone have any questions before I pass these out? ^

(Avoid answering any questions pertaining to the
survey that might bias what the students write down. Respond with "That 's actually for you to decide when you
take the survey, " or something to that effect.)
If students ask you questions about the survey while they are completing it, avoid giving them information that
"
will bias what they write down. For example, if they ask "what do you mean by 'satisfaction '? respond by
"
saying "that 's actually for you to decide. Use your definition of that word.
49
Jf
•
;|>.-:) I'.-/? ,
^>:>rci:•
lf.-ju:
'.''!.'
- \
^«
Appendix C; Cleaning., Coding, and Data Entry Instructions
Quaker Campus Project

Group 2C
First Training n ^ : .
1) Clean the surveys

^> Use red ink only!
=> Put a visible X over any responses that did not follow the directions (e.g., multiple check marks for
question Q2 - we can't use this data because they aren't answering the same question as everyone else)
=> Use the codebook to apply codes to the following questions. (Write the number in red next to the
response and circle it.)
Q12a
Q13a
Q25a
Q25b
Q26a
=> Cross off responses that should not be there. For example, for Ql, only people who answered "never"
(4) should have written anything in the blank below. If a respondent circled "often" (2) but then wrote
something in the blank below, cross off their comments so they aren't entered during data entry.
=> If in doubt about how to "clean" a particular survey situation, be conservative and axe the data. (If it's
questionable, we don't want it to bias our overall numbers. It is better to not have it at all.)
2) Assign Data Entry People Numbers in the Codebook

=> Make sure that everyone writes down the same name each number in the codebooks. For example,
for
Mr. Smith should be #1 on all the codebooks, Ms. June should be #2 on all the codebooks, etc. Make
sure to include everyone from your group.
3) Review the Master Copy of the survey and the Codebook

=> Familiarize yourself with the master survey and the codebook. (Talk about how to enter verbatim
responses, etc.)
4) SPSS Tutorial
=:> Run the SPSS tutorial to familiarize yourself with the program.
5) Practice Data Entry

=> Get a disk (sign the sheet)
=> Open the disk and click on the "Quaker Campus Project Datafile"
=> Familiarize yourself with the way the variables are set up
'^-
=i- Practice your data entry using actual surveys
=> Return the disk to Lisa
6) Schedule Data Entry

=> Schedule a session or two to complete actual data entry
50
: rr:<'ii'i
'
i.:!v'
o *
d:lC
1-
-V ! 1 .
.
-J , I)'.'' .1 ; 'i»f:
"'' < ; '

J-' •
l-^'u; :• ! ,!• i:
'
. Am!-
-^.
Appendix D; Codebook
Quaker Campus Project -- Codebook
IDNUM: Identification Number (Enter identification number fi-om the upper right-hand comer.)
INTERNUM: Interviewer Number '
(1) Swati Balakxishnan

(2) Genaro De La Cerda
(3) Jessica Gardezy
(4) Ben Laitflang
(5) Natalie Medellin
(6) Juan Quintana
(7) Heather Rodgers
(8) Natalie Sargsian '
Ql . How often do you read the QC?

(1) Always -
'
- '- • •
(2) Often
(3) Sometimes -*•
(4) Never
Qla. If never, please specify. (Enter what they write verbatim.)
Q2. Where do you most often get your copy of the QC? • '
(1) QC purple boxes

(2) Campus readership program kiosks
(3) Borrowed from a friend
(4) Left in a classroom or other public space
(5) Other
Q2a. Enter what they write verbatim. • i

. -
Q3 a. How often do you read the news section of the QC?

(1) Never read section
(2) Sometimes read section
(3) Often read section
(4) Always read section
Q3b. How often do you read the opinions section of the QC?
Q3c. How often do you read the calendar section of the QC? '
• .

51
r^ ;,n,i i
:
O'"';:
''..'^ 'jjjiv; ,- 'j Uf!^
;.(; 'k'j vqi
,« fn:aj<-
i.n, ;;:>.' '-.>> io
.T.T'
-1?-.* -t'
;'"•
'
•".^"^
..jn^'
Q3d. How often do you read the campus life section of the QC?
Q3e. How often do you read the arts and entertainment section of the QC?
(1) Never read section f „-. '.

Q3f How often do you read the sports section of the QC?
(1) Never read section , - .

Q4a. Describe your level of satisfaction for the news section of the QC
(1) Very dissatisfied
(2) Somewhat dissatisfied -• .. '

!
(3) Neutral
(4) Somewhat satisfied
(5) Very satisfied
Q4b. Describe your level of satisfaction for the opinions section of the QC
(1) Very dissatisfied . .
(2) Somewhat dissatisfied
(3) Neutral
(5) Very satisfied
Q4c. Describe your level of satisfaction for the calendar section of the QC
(3) Neutral
(5) Very satisfied
Q4d. Describe your level of satisfaction for the campus life section of the QC
(3) Neutral
(5) Very satisfied -. ; .

r
Q4e. Describe your level of satisfaction for the arts and entertainment section of the QC
(3) Neutral
(5) Very satisfied
52
j> »^rltVt
Vi . J
'
'
^-
J ':h
:-'f!U'-
Q4f. Describe your level of satisfaction for the sports section of the QC
(3) Neutral
(5) Very satisfied
Q5a. How often do you read the "Crime Log" section of the QC?
Q5b. How often do you read the "COR minutes" section of the QC?
Q5c. How often do you read the "Comics" section of the QC?
Q5d. How often do you read the "Staff Editorial" section of the QC?
Q5e. How often do you read the "Cheers and Jeers" section of the QC?
Q5f How often do you read the "Cribs" section of the QC?
Q5g. How often do you read the "On Edge" section of the QC?
53
M ,
'^. ' i
'I:«-!
i-^.--li:<J J" »
'.;ZvV
i>-j''-
Q5h. How often do you read the "Beer of the Week" section of the QC?
Q5i. How often do you read the "Sound Bytes" section of the QC?
Q5j. How often do you read the "Sports Shout" section of the QC?
(2) Sometimes read section ' '
" . . ••':

(4) Always read section .
Q5k. How often do you read the "Fanatic" section of the QC?
(3) Often read section v >. . f ;>
Q6a. Describe your level of satisfaction for the "Crime Log" section of the QC?
(3) Neutral
(4) Somewhat satisfied \ *:
(5) Very satisfied
Q6b. Describe you level of satisfaction for the "COR Minutes" section of the QC?
(3) Neutral
(4) Somewhat satisfied •'
,.i'.-o, ,-.• ...' > •= '
(5) Very satisfied
Q6c. Describe your level of satisfaction for the "Comics" section of the QC?
(1) Very dissatisfied ^
(3) Neutral
(4) Somewhat satisfied „
•
(5) Very satisfied
Q6d. Describe your level of satisfaction for the "Staff Editorial" section of the QC?
(3) Neutral
(5) Very satisfied
54
J
'
.' .,- . \u
n;/,'-0'= '
-.jjOii'M ^kXI' -i^'r'
i'if.
Q6e. Describe your level of satisfaction for the "Cheers and Jeers" section of the QC?
(3) Neutral
''
.'
(5) Very satisfied ' ' ' >
Q6f Describe your level of satisfaction of the "Cribs" section of the QC?
(3) Neutral
' '"
' "'"\ "'
'' '
'

(5) Very satisfied
Q6g. Describe your level of satisfaction for the "On Edge" section of the QC?
(3) Neutral
(5) Very satisfied

'>'* •'"'' '-"'- "^' ^.
Q6h. Describe your level of satisfaction for the "'Beer of the Week" section of the QC?
(3) Neutral
"'
Somewhat satisfied " •
"
'• ''• '^ ' '
(4) '
(5) Very satisfied
Q6i. Describe your level of satisfaction for the "Sound Bytes" section of the QC?
''' '*
(2) Somewhat dissatisfied ' ' ^
'
' '
' • '
(3) Neutral
(5) Very satisfied
Q6j. Describe your level of satisfaction for the "Sports Shouf section of the QC?
(3) Neutral
'
(5) Very satisfied
Q6k. Describe your level of satisfaction for the "Fanatic" section of the QC?
(3) Neutral
(5) Very satisfied
55
;j:k.'
j'j :, i': > f';!.;c-v "'-r-hy
H\> '-^ ^/•^:i';.r "A. ;.', ',i

,
' "
-':{ r',fjajb7v:UJi:-
bs''
! J roif:
t, .:.a;
')-:
Q7a. How interested are you in seeing world news in future QC issues?
(1) Not at all interested
(2) Somewhat interested
(3) Very interested
Q7b. How interested are you in seeing national news in future QC issues?
(3) Very interested
Q7c. How interested are you in seeing California state news in future QC issues?
Not at all interested -
(1) , i
(2) Somewhat interested ' ,

' ,
(3) Very interested
Q7d. How interested are you in seeing city of Whittier news in future QC issues?

(3) Very interested
Q7e. How interested are you in seeing investigative reporting in future QC issues?

..
(3) Very interested -, i^. ..
.
Q7f How interested are you in seeing student classified ads in future QC issues?
(3) Very interested
Q7g. How interested are you in seeing Whittier business ads in future QC issues?
(2) Somewhat interested o.-..: : j .
(3) Very interested
Q7h. How interested are you in seeing local calendar activities in future QC issues?
(3) Very interested
Q7i. How interested are you in seeing career-oriented articles in future QC issues?
(3) Very interested
Q7j. How interested are you in seeing graduate school articles in fiiture QC issues?

(3) Very interested • ' *:,' . ,-.,. •
-f ; .
: .-^•jtv
56
''iv'/'i 'V
:^ - .'
J :'A;j"-i •(,!
-•\ .:.,;r,..( , , ji •
, t ..u j'j'.uin'.v lo
.
,!y~i 'v ';
: !/, !' / 1> K!. '. j.iJr.'.;tJ';V''0,f ;^ti'
': iihi'
Q8. Are you aware that the QC has a website?
(1) Yes
(2) No
Q9. How often do you visit the QC website?

(1) Never
(2) A few times
(3) Often
QIO. If the QC has quoted you, was it accurate?
(1) No, I've never been quoted in the QC

(2) Yes, I've been accurately quoted in the QC
(3) Yes, I've been inaccurately quoted in the QC
QlOa: Enter what they write verbatim.
Ql 1. How accurate do you think the QC is?

(1) Very inaccurate
(2) Somewhat inaccurate
(3) Neutral
(4) Somewhat accurate
(5) Very accurate
Q12. Do you feel that the QC over-represents any groups on campus? (Enter what they write verbatim.)
Q12a. Groups the QC over-represents:

(1) societies
(2) student government
sports teams • •
(3)
(4) racial groups
(5) other - ' • - '
Q13. Do you feel that the QC under-represents any group on campus? (Enter what they write verbatim.)
Q13a. Groups the QC under-represents:

(1) societies
(2) student government
'
(3) sports teams

(4) racial groups
(5) other ^
Q14. What is your current overall satisfaction with the QC?

(3) Neutral
(5) Very satisfied
Q15. What do you like most about the QC? (Enter what they write verbatim.)
Q16. What do you like least about the QC? (Enter what they write verbatim.)
57
't<t'^- '.
*'} w-
'•
»i:;.
Q17. If you were the editor, what changes would you make to the QC? (Enter what they write verbatim.)
Q 1 8 . Where do you live?

(1) On campus
(2) Off campus
Q19. What is your class standing?

(1) Freshman
'-^
(2) Sophomore '
'
(3) Junior
^-
(4) Senior
. '
.
Q20. What is your gender? ''
(1) Male
(2) Female
Q21. What is age? (Enter their actual age.)
Q22. What is your major?

(1) Art and Art History ' ' '
(2) Biology
(3) Business Administration
(4) Chemistry
(5) Earth and Environmental Science
'
(6) Economics
(7) Education and Child Development
(8) English
(9) History
(10) Kinesiology and Leisure Science
(11) Mathematics '
(1 2) Modem Languages and Literatures

(13) Music
(14) Philosophy
(15) Political Science
(16) Physics and Astronomy

(17) Psychology
(18) Religious Studies
(19) Sociology, Anthropology and Social Work
(20) Theater Arts and Communication
(21) Other
Q23. Are you Spanish/Hispanic/Latino?

(1) No, not Spanish/Hispanic/Latino
(2) Yes, Mexican, Mexican American, Chicano
(3) Yes, Puerto Rican
(4) Yes, Cuban
(5) Yes, other Spanish/Hispanic/Latino
Q23a. Other Ethnicity Specified (Enter what they write verbatim.)
58
<.:\c !<;r;t^
.rr :<«;;
-'. Jf.ii-U^
:li n, 'f!?v
Q24. What is your race?
(1) Black, African American
(2) White, Caucasian uvs
(3) Spanish, Hispanic, Latino

(4) Asian, Pacific Islander , ;,
(5) American Indian

(6) Other
A24a. Other Race Specified (Enter what they write verbatim.)
Q25. What campus organization are you involved in? (Enter what they write verbatim.)
Q25a. Categories of campus organization:

(1) sports team
(2) society
(3) student government -
(4) clubs
(5) other
Q25b. Number of campus organizations involved with? (Count the number of organizations listed and enter this
number.) , , '
Q26. Feedback (Enter what they write verbatim.)
Q26a. Feedback Categories:

(1) positive toward the QC
(2) negative toward the QC
(3) positive toward the survey
(4) negative toward the survey
(5) other
59
3Jii'.. vv'it U^nv: ;>'.
v(/'J. ' ii!\<; h •,M:Vy;!_.
\-;
Appendix E: Verbatim Responses
Q15. What do you like most about the Quaker Campus?
2 for 1 movie tickets & sports info.

2 for 1 movies
2 for 1 on Whittier cinemas tickets
about our school news, cool to know what's on
ads, etc. keeps me informed
All the interesting things about what is going on around school and campus
art and entertainment stories are very interesting
Articles about events that go on.
Arts & Entertainment
Arts and Entertainment section is great
availability ., ..• ,
-.
availability, frequency of new issues

beer of the week -
beer of the week and the cover stories

Beer of the week, crime log!
beer of the week, senior profiles, and crime log

beer of the week, sports articles, polls '
. *
bring news about the school to the attention of students

buy one get one free movie tickets
Calendar
Calendar articles- the facts that it comes out every week
calendar events, crime log
Campus life
campus life, events

campus safety log
cheers & jeers
Cheers & jeers
Cheers & Jeers
Cheers & Jeers crime log (campus safety) movie discounts
cheers & jeers, Cribs, news
cheers & jeers, crime log
Cheers & Jeers, editorials, world news, sports
Cheers + Jeers
Cheers and Jeers
Cheers and jeers rockmy socks
Cheers and jeers, A & E
Cheers and Jeers, Campus news
Cheers and jeers, Christina's opinions column letters, campus in i
cheers and jeers, COR minutes, pictures

Cheers and jeers, crime log
Cheers and Jeers, most sports articles, movie pass
cheers and jeers, opinions i ' <
cheers and jeers, sports

Cheers and Jeers, sports ^ ..
.
' ' ^;., - . . ;!.•••. -,
cheers and jeers, sports, cribs
60
''!^!;iJ:;- t
'^yti'
i: /(, ' .
•.•, •
i..'i--
;_ -.'J-'-- ' 'I--
-1.
^ • comes out often •
•
Comics
Comics Calendar
,
Coupon for movie

'
'
'
'•''
;
coupons to cinema, opinion section
'
coverage of events on campus

Cribs and whips
'
cribs and whips, crime log, special features
cribs, cars
Cribs, sports, news, events.

Cribs. Rides. Comments. Comics
'
Crime log
Crime Log
Crime Log and humorous (but not hurtfulO opinions
crime log to see if I'm in it. Editorial section (opinion) cribs, and senior profiles
crime log, cheers & jeers
crime log, cheers and jeers, beer of the week, editorials
crime log, controversial issues (Nixon lib. & the Mc)
crime log, cribs
crime log, quotes, news
Crime log, the occasional article, its obvious that the staff is enthusiastic, I like that
Crime log. A «& E rant

crime log. calendar section, and top stories
Crime logs
crime logs, cheers and jeers, Kevin's articles, sports section
''
crime reporting- Hike knowing what is happening -'-: ;
Crime log, sports, news

Danielle Omer's columns, a and e crime log ^
Editorial and reading what's going on on campus

•»•..->.
Editors in chief, sports '
entertainment, crime log

event coverage
Events going on campus, ads
events on campus, movie coupons
everything
Free and allowed to write whatever without censors from college
front page news. I like to know a little about everything that's going on.
Front page, cheers & jeers, calendar, 2 for
movie ticket & cribs 1
getting to know what's going on what an event was like that I missed. I send some appropriate ones to
my family to share what's going on at my school.
'
gives students a chance to voice their opinions - -

'' '
I always looked @ the pictures 1st since that's an interest of mine- changing up the format would give
the paper on a whole some spice
'"• '^-
I can find out everything about the school "• -'" •
•' •" •
•
I don'tknow
I don't know its just something to read and stuff inside is interesting
I don't know, the writing
I especially like the calendar section, and also the comics. It allows to get quickly updated on current
events.
61
\if : I'' Ki'n's^ ^r;:, • r.
;h .. ;i '
^riu..,,, .. ,,-,
'•: ' -', .':; Li:r i, .. 1

vJ •,';i;
.
!• ! :-: 1-.
/'-i. -v ;(_:_;
I like campus life and other stories that have to do about the campus.
I like everything almost equally the same.
I like how it interviews the sports and the teams I like the pictures of hard working athletes
I like it just to keep up with what interests me and read about friends, teachers and peers
I like opinions when its funny, like when it doesn't take stuff seriously
I like that it is not highly focused on national news. It is a SCHOOL newspaper and stay that way
I like that it talks about upcoming events be I live off campus and don't hear about some stuff
I like the comics, cheers and jeers, sports and calendar
I like the controversies on campus.
I like the crime log a lot.
I like the crime logs, sports, guest articles & the cover stories
I like the events calendar because it lets me know what is going on around campus
I like the new about sport and activities that took place
I like the somewhat quirky stories because let's face it, I get my real news from other sources.
I like to read about how the sports are doing and looking at the beer of the eek it makes it interesting
If you write a letter , it is almost always included
info about students, activity events, more times
Informative about school activities since I commute
interesting school articles
Interesting stories; entertainment
It's all about the students.
It's always available
It's fun to read, talented writers.
it's funny
It fillsyou in about what is happening here at Whittier
It is somewhat entertaining. I like reading about other students b/c I can get to know them a little more
before deciding if I would like to interact with them.
it written by students
its free
its published regularly and gives me something to do before class
its usually entertaining
Jeers & Cheers, Crime Log
Jeers & cheers, recent news on campus
Jeers and... and seeing sports
Jokes, sometimes there is an interesting article
Just having articles on people or some event is nice to look at

just seeing what is going on, sports
keeps me connected to what's going on
Knowing about what is going on off campus & on- 1 live off campus so this informs me of events
Knowing what is happening on campus because a lot of it is well covered
Kribs, and the fact that I can read about some things that have happened lately.
lack of material
Listing of oncampus events the crime log
Making fun of most of the letters but mostly just making fun of the writers
movie coupons
movie listings and gossip
news •
News about arts and entertainment

news about the college, sports
62
)\.v!' fni-
I, T'' i^'f '

- ! 'I Oi '^-' OJ"./^ "!
)i;>ri o:> (_!,
•j.'J ; i'.i
SV.' l-» 7; ?'>; >i
J} -.inn.
none in particular i..i * ;- .. <* v..
not much
-•"
on campus news, on campus accessibility .
\ •
• .
:> , _:
on edge, sports news

^
> -^ .^
openness/truth, etc.
Opinion column, beer of the week, campus life
opinions - Christine Gutierrez, Kevin Perez, Danielle
opinions
opinions section and comics
opinions, cheers and jeers calendar
opinions, crime log •
pictures
'
pictures from events '
pres, sports page

Reading about how campus events went and seeing those pix! about sports
reflections on students .' .
-
Regularity, hard work
provides reading material while I eat •
..
•
Seeing my own articles, letters, etc. in it
senior profiles, sports pgs

sometimes entertaining
sport, crime stuff
sports
'^
sports / calendar
.»v-
sports and dorm life sections
sports and many topics that they discuss about. Keeps you updated in QC life.
sports articles
sports crime log events
'
Sports pages '•

'
sports section
sports section & calendar, cribs is entertaining
sports section + campus life, community events
Sports section b/c very into athletics. Also entertainment sections its nice to know what things are
I am
happening in or around campus. It helps to get people out to support clubs and attend events
sports section, special features (cars, sports fanatics, etc.)
Sports Sections, Cheers and Jeers
Sports, Article on Cowboy Dawson
sports, blurbs
sports, cheers & jeers

sports, cheers and jeers, crime log
Sports, comics, movie times, cribs
Sports, news
sports, sports, beer of the week, cribs and, sports esp. soccer (women's)
Student-run. Focuses on stuff happening on-campus
Student life. Basically everything except sports (I am just not interested)
stuff
Stuff about students on campus (Achievements, etc.)
The accurate movie listings each week
63
c.<^-'i).\ M ;-
:. *Ai
,! ,
• the calendar of events; I am a commuter student and it is nice to be kept up to date w/ all of the school
events
the calendar page and the movie times for the uptown theater
The cheers and jeers section is often very funny as are some of the opinions articles.
The comic
The comic section (By Kevin)
The creativity of the articles.
The Crime log

The Crime Log and Editorials
The crime log. The comics
the crime logs
"
The Humor and Reviews '
The humorous crime log, the comics, the beer of the week
the letters to the editor are always somewhat amusing
the opinion an feature stories • '..•'
the opinions and editorials are most interesting and usually are well thought out and intelligent
The sarcasm and that its written by my peers

The special feature columns and some news articles are interesting to read. I enjoy editorials about
events on campus/reactions to articles
the sports
the sports info
The sports news
the sports section
The sports sections and the weekly overview
The staff commentaries, "cheers & Jeers," and movie listings
The structure and quality of writing
The various amount of information that is presented. It isn't just about news or about one thing going on
on campus. It includes different aspects of student life
The Whittier Thing comic strip, the news, editorials, and the movie listings. I am interested in and
should pay more attention to the calendar, but it often escapes me (I forget),
the wide variety of sections
Theater coupon and movie times, the opinion section
Village cinema Hstings is an awesome thing that the qc has ^m^ \ * ;
'....,'
' , ; .
• :,
weekly published material

when it comes out and I can find a paper!
64
.lit '.->
'tfi v/y -iJt;!. ->i .;,: ^crA î <.
:.:.ij::-ii>
>- ;Li«. û- i .1'- '.'' ''./;-' ai.< /; v'?f.i/
- •? 6jTi.l.>-> .:•({(.• / J -4.1^''':-. 'v-i' ./r.
<;•
' lU:
U ':•
Q16. What do you like least about the Quaker Campus?
A and E sections .
• > .
A+Eisboring • , . ' i
aesthetics
all the boring stuff ' : '' '
articles
Articles appear biased, almost always -

~ • • -
articles that suck -'.. ^
arts and entertainment

Arts entertainment
bad headlines for sports - you shouldn't be so negative and should encourage support for our athletic
teams- not bash them on losses
badquality of news and opinions sometimes . - ;
Bad quotes. BIAS

and on the articles subject. Bad spelling, using the same word 8 times
in in a
paragraph, the sometimes very sexist comments from cheers and jeers.
Beer of the Week
beer of the week, cribs
Beer of the week, cribs, the negativity and bitching that is portrayed
Beer! COR Minutes =. • '
. .;v
Being misquoted. Peoples names misspelled with the wrong face.

biased opinions, not much substance
Biased viewpoints on certain subjects i.e. politics
boring articles, the sports section • ^ .:'. '.^'
boring info ;
^:« '><•; •
'(•, . .. : ...
boring on campus new articles - -; urv c . • > .
calendar
campus news is very limited, it is as focused on editorials as news itself
Constant Negativity
COR minutes ! ,
'
<
COR minutes, opinion

COR notes
cribs- 1 really don't find descriptions of peoples rooms important or interesting. If continued, maybe
monthly not weekly
cribs- no variety of people
cribs
Cribs
Don't really dislike anything because I don't always read everything.
Drama with professors should NOT be reported if the fiill story isn't presented. As far as I know, the OC
has failed to do that recently and I'm tired of it. Some things should be left private.
editing
editorial page
Editorials where people like try to be creative but it just ends up a waste of ink
Editorials. ..except Kevin's
emphasis- lack of diversity on topics

everything else
Gossip oriented articles - " M*".-
Guest columns
65
"l""' <_ 1, ^'- •i'liij'if'. i^ti'i::,;.'-Tj-?n 0-; sd
0- /t,-sjic;, - ';,:>?
'rff: f'
r:'iil,-; «>
, -v; •
.,r ;;-,;:b' > •- i .^;"";'" , if -;{
'
'; .
' ;f'i-./f»-; '':,r-o-?;4 '•
:.:' ^;l ni^,
X
has become too lax to much "fiin" the editor has a responsibility to make the newspaper believable -
bring back some respect for the QC!

I'm not a very big fan of any of the opinion sections or investigative reporting sections. The opinions
never really seem to be in touch with what most of Whittier College believes. (The columns are often
preachy.)
I can not think of anything at the moment
I don't know
I don't like articles people write about themselves
I don't articles about arrogant people, wTiting stories in the "2nd person" about themselves
I don't know
I don't like the cheers and jeers, its stupid and the people are moronic fools.
I especially disliked the article on the football team's "illegal" activities. A newspaper is supposed to
represent all views, what a one sided opinionated piece of shit article was that... get your story right!
I hardly read the arts part. Some of the staff misquotes the athletes/students.
I think its very opinionated and does not stay objective

Important events are not covered. Students views aren't included.
Inaccuracies/biases in reporting
inaccurate information, spelling errors
inaccurate reporting negative focuses in articles-particularly athletics
Inaccurate Sports representation because the writers don't know squat about sports.
inaccurate response
inaccurate articles wasted pages
Inaccurate info
insults, many opinion editors are very disrespectftil to other students, faculty and staff
international/national news is not that great, front page is usually uninteresting
is sometimes of no relevance (or its sometimes not as important as other happenings)
it's all over the place -makes it hard to read
Its 'wanna be a real paper' attitude when it really sucks
it covers events on campus and campus life
It doesn't have any news about what's going on nationally or w/ career searching or Jobs/appointments,
etc.
It is boring, it tries to be a serious paper, the writing quality is poor they do not advertise new events as
much as they could
It should try to make the news section more interesting & more applicable to our community because I
tend to overlook it
Its accuracy
its all fluff, not written professionally
Kevin Perez's columns, lack of good art section-no music reviews or movie reviews no culture
lack of accuracy
Lack of articles about on-campus organizations
lay-outs, horrible headlines, opinion articles, not much creativity
major and obvious typos no color some stories bleed together
Many articles are useless and not well-written

minutes
misspelled names, quotes
Misquotes, wrong facts, lack of correct calendar
Misquoting inaccurate stories, that don't tell both side of the story
mo major dislikes
movie review and sports section ,.,.,. , ,, .?
*'
66
, V.:--, y. :, •>-.
i.
W.
'
,J - u
.1 -. r '
, j! .!<«'':., r/ '.','
-4-
<}< /!•
j-ft
.J, Ih .!(
V. H-.
'.If. . " '
^
multiple pages on sports, letter tot he editor that never get printed
needs things like how we should improve the school.
negative headlines for articles
negative reviews
neutral
news ,
:
.
I :
'
none
none in particular
Not as much outside news on what is going on in the world.
not enough about college
•
life - • - •
>
not enough sports, get people out there

not enough world news, needs to promote more student involvement
Not Many!
Not much I don't like ^
'
not sure '

\ •
nothing
nothing in particular .,
Nothing is bad
nothing really -
^, =-
• ., ,.
Nothing they have the power to control. <.
often articles lean one way; so not a fair representation

only printed once a week
Opinion Articles from the staff it seems that there are only opinions from staff
opinion articles or negative articles about the choir!

Opinion based articles about president A Roth •
"'- "^
opinion pieces
'
;' . - ?
opinions
Opinions .
;,
Opinions sections ,
Opinions, was over the opinions

I after the ridiculous Bush-bashing '
outside news
..
over critical of COR, articles are often biased to the point of misinformation
Over representation of societies
people can write nothing-but that is also the part I love, the freedom of it. Sometimes I just cant believe
how bad some articles/editorials are
people say that they have been misquoted

political stuff = boring!
SAME OLD SAME OLD STUFF Especially sports. It's the same kind of articles just different scores
and pictures SPICE IT UP GET CREATIVE Athlete of the week...sports team of the week
seems to always talk about the same people/topics, sports and societies
some articles are just too long, they get boring!

some inaccuracy, ex. # of society pledge
Some ofthe articles are just dumb and are poorly written. '
' ' ..
^
sometimes difficult to get a hold of
Sometimes their is nothing to speak of as they try + fixed anything
sometimes they get inaccurate information
sports
Sports
sports articles are boring and rarely have personal stories about the athletes
67
..il
h':u: ' 'fki} •;j /;*, ijfitf'

.
''-•jVJ.: r-ii},!,-
•» Ji ': i'
''• '^û
f ! yi:
- r (
'< . > :-, ! !
\il*")i 7f>
sports section and COR articles , v. .
Stories that are weak overall in news, not interesting to read about
student classified ads
Stupid articles like 2 pages on a kids car ^
stupid opinion articles, that are completely irrelevant to Whittier college life
stupid things like an interview with someone about weeks ago
their car 2
The QC has too many errors and the articles don't follow or show any semblance of real intelligence
that there are tons of editing mistakes- lots of spelling and grammar, people being misquoted and
misnamed
The articles about a specific person that just has them talking about how great they are
The articles by people who don't know as much as they should about the event
The Comics
the crib section
The fact that I hard ever have access to a copy.
The fact that ITS and administration are blamed for student based problems
the grammar and spelling errors
the lack of point/counterpoint articles... there is only the point + that is very biased,
the miss quotes that they state though they were not said
The negative reporting about sports, before you just vsrite the outcome why don't you see & come to the
games(tennis) & see the positive things/ like how close the matches are or our great teamwork
The news (outside school) ^ , .
v
the opinion section

the opinions
the stuff at the front
the stuff that takes up space that no one really reads- like COR minutes
The time they put a rape article in the middle of the paper, it should have been on the front page
the very apparent bias, even on "neutral" essays
The writers- try too hard to be funny or controversial and not hard enough for journalism
The writers (___
the writing is poor, the design s all over the place, and the editing is sloppy
time log for COR, liberal editorials i.e. cheers and jeers it seems like all they do is complain
Titles to sports articles are very negative and the stats are often inaccurate, many sentences are changed
from what the author vwote to what appears in the paper -> reflecting horribly on the author
too biased
too much unnecessary info, incorrect info(name, year, etc.)
Try to do news but it's wrong
unprofessionalism, typos constantly, errors everywhere
Usually when I read the articles, I notice a lot of grammatical errors... really simple ones, like miss-
spelling words.
When people just speak their opinions about a certain subject sometimes it's biased information or
biased opinions,
world news
You will have great things one week and then the next the paper will suck. This weeks' issue was
horrible
\' • ,l('- -.-'.i ;<: .
.-
68
.
'^H- ^ i'j".
.:'': /'';:'
i!l 7V
,--(?:-* ;H,' ,, r.O>i;"' 'r.:Ay ~f. IaA *
tîm'i'^^*'^ 'ûh* \'-fvA 'ifAU
;L:^ xM
:H o? '-y-foih^
?- ---'• "^;*i:^'--!-
!*S .,U .):• -I.! 'D'
*v .,.' ,ni-
':3î> :,-'lS/ >,

Ql 7. Ifyou were the editor, what changes would you make to the Quaker Campus?
a bit more decorative, sassy, appealing

a little more depth, more articles, less stuff ;.
•
accuracy of stories
actually edit stories->as you can tell I'm not that great a speller, but I can tell a bad sentence when I see
it (pun intended) PS I don't agree with section II
add coupons or random free things in random newspapers. My high school used to give out a coupon
for a free meal to in-n-out in random papers :•
add in stats of interesting things on campus

all 'U>^r-.:-V.,'
Allow people to share their opinions more

allow the writers to pick the headlines - it cant be that difficult
Although it is expensive, some color would be nice for the cover page
a variety of staff, too much the same every week
Be more open to suggestions of the KPOET DJs
be more organized
Be proud of your work so don't misspell people's names and misquote facts i
better writers
bring in national and international news, correctly quote and get some stories straight
Bum it down! Start over allowing the student body to write more freely
change the liberal radical views
Cover more actual news affecting college kids
cut cribs ' ' '• -^ ~
Different articles, try to take paper less seriously, better to be amusing / interesting then boring, evaluate
writing abilities of staff
Different font
Don't publish all things that are handed in
edit! need better, more interesting articles (better writing) ^
Fire all writers, except sports, and start from ground up.
Fix titles
Form of the newspaper is good-content needs reconsideration

Get better writers who check there facts
get rid of crappy articles
Get rid of the comics or get new ones '
Have more articles about world events

have more national, world, California state, and city Whittier news.
headlines in color, dear Abby column
I'd get more ad revenue so the qc doesn't need to rely on school fiinding so much
I'd make it more available be I usually don't notice them unless someone else finished reading and left it
behind
I'd report everything set to the qc, including negative comments about the newspaper, ex Patrick's 8 pg
letter
I cant say what I would change because I really don't care. I read it
I know this sounds stupid but the constant grammatical errors are annoying. We are all in college the
least we should do is be able to spell.
I think adding more info on jobs, world news, local on campus , info or articles on grad school, meds,
etc.
I think it's all good
69
l'K:';ji.. S- -^ i. i';'<i>f[r' fi ijb"
;r r 'i.j'' *, ^
f'- y/Q ^^^!. ••=; in-,l.'---*:7;/ ?-': .-.Tiqiiq
if :-'!: tifUJ Jill'
£(
'"A lit.,:' )f.ir\ \ !Ui f:3r
'T;r) '-; ?:,. 4ifi.;r '., :

>: ',il -i-j.-v'J, /••.:ii.i;Tj>
M .!»- '^ • t ^
- 1.
J ju -.'d
i>:,a,'>< ! ':njflfj. .K- .Mi Oi ! .
'v-:3i ' '., ->'

O'.'l.- 1 Li
I would acknowledge that it is a college paper, and a bad one at that, and [unreadable] the paper more to
what kids want to read. Allow for more risque/interesting without compromising journalistic integrity.
I would add more articles and make the long ones shorter
I would change up some of the types of articles from alumni who are in careers would be good.
I would fire the current editors because they don't do their jobs well.
I would fix the things listed in Q16
I would have to think about this some more - perhaps you could have a suggestion box somewhere to get
ideas.
I would limit the number of articles directed at COR and proofread for bias that could misrepresent a
topic
I would read everyone's article, make sure no one is misquoted.
I would reduce the amount of ad space shown
I wouldn't know
include: National news and California news
job would be helpfiil
listings
~
Just add more diversity to the articles.
just for the people themselves to add more enthusiasm to their writing
just to make sure what the people are writing that they know somewhat about it.
keep it the same

lay out could be changed up to add variety- 1 do however like the rotating color scheme- length should
depend on what events are going on a particular week
layout
layout (looks like LMU's)
layout good good sense of news and some opinions. Get of Cribs- 1 don't care how many times you
rid
go to Spencer's gifts to black light posters. And that thing about cars also really bad a disgusting display
of class elitism. More Arts Reporting.
layout of pictures & length of paper
layout of the paper
Length of paper too long
less biased writing, more well rounded w/ focus on all sides of story.
Less criticism of school events
less emphasis on the Whittier college students social lives more actual news and usefiil info
less opinion stuff people bitch and wine enough in the halls CI I don't want to read about it.
more news and editorials
less sports
Longer crime logs, more articles from students on campus, not involved w/ the paper; response articles
Make the sports reporters actually go to the game. I heard a reporter ask a lacrosse player what the final
scorewas because she only stayed for the first half.
Mix things around, make it more exciting, something new .)
More articles featuring professors

more articles on politics, both worldwide and in Whittier
More Arts & Entertainment and topics of both Whittier music & contemporary music.
more cheers & jeers
More clever articles
More color pictures
more comics
more construction
more diversity, creativity, substance, less bias -
r . '.>
more educational more divers ideas

more HIP .vjnf -n .;,
70
;. ,y ->}-. :<:., VV !;5 ;-;i
'
<V
vf''
'> a hv >\i>
• iXiKKHi.Hf;'! ?: %;
'» -Vi.-,-,,..
:!' • ''n
„>
more interesting + eye catching articles
More international news
More meaningful articles about the things that happen on campus. COPY EDIT! There are so many
grammatical errors and stylistic problems. I focus more on that than on the content
more news about important worldly affairs
more news stories about events outside Whittier college and hw they effect us
more on news (world, state)
more organized
more outside news, more comics, little things. ; *
more pictures
More society news; pictures
more sport articles
more sports articles
more sports, bash athletic director for being an ass.
more sports in depth analysis, add player bios
more student life
More students off campus involved so people on campus can recognize them
more time spend research topics.
more world news incorporated in format •
;-
more world news sections

more pics color :> • . ' .
no changes
no comment
. .V
' •
: , --^
none
None '•• -^ ::••: -^
NONE, good as is.

its
None, more accuracy though

none. I think they do a good job
not so long, more accurate articles, less typos and grammar errors
not such serious formal stories other colleges news papers are way fimny
nothing-I think it offers a variety of reading interests
nothing
Nothing
Perhaps
probably change layout use more color, start selling ads in the paper
probably nothing
put sports on inside of paper, make crime log every week
quality of articles
Quality of the articles.
Quality of writing. If your writers cant write don't' waste money & my time with drivel.
Re do opinions section. The one article about the handicap areas of the campus was awful
redo layout of sports section
seeQ16
Sex advice article
slash the constant COR articles the length should be increased

Smaller sports section
smaller sports section, more about what's going to happen, less about what already happened.
Staff views, one sided views
stop talking about beer and more about sports and women
71
-,-'<,. y;l :.....
!i9
-f ,:> : .
'
IM ':';.!'-• rÔ
.>^ I •
;/' I
Take out beer of the week and COR minutes
talk more about the community
the design layout needs consistency - small continuations of stories in random available space on the
next page is unattractive, also spot color on the front page should remain consistent - PURPLE, not
random colors.
The design; needs/could be more appealing to read
The lax write ups are w/ people & their positions & about how the game went
The layout of the paper
the length of the paper could be longer and much more accurate
the spelling
the types of articles are. there needs to be more news
the types of articles being run. some articles should not be posted
The types of articles run. I wouldn't mind if the paper was longer. I would like to see a society section
because societies have some many events going on it be nice to know when everything is also during
rush & open house it'd be nice to have advert
The types of articles run (should be more fun) The length of articles (should be as concise as possible)
The types of articles run. We need real stories
the writing style
The Writing Style. ..make it more professional and less "frat boy" style
The writing style would be more concise and positive
There are some articles that are very poorly written w/ basic grammatical & spelling errors
think about audience
Though the paper is fun, it could use a little weight -> that can be gained by including national/state/city
news and events that are going on throughout LA (not just in Whittier)
Titles of Sports articles, stop favoring some teams and to get journalists who know about sports to write
the Articles
to get info on sports players
too many to list
Try to have people write about sports that actually have knowledge of them
try to include more controversial articles.
types of articles
Types of articles
types of articles run
Well, first I'd try to not take myself too seriously. It's a small paper with a small budget at a small
college. Taking that into account, I think Adam(can't remember his last name) had the right idea. He was
writing articles like "where to find a fa
What kind of sad question is this?
work on grammar & spelling
write in a more clear and concise manner, no beer of the week, no cribs
write less about sports
writing style & more positive titles/ headlines, more accurate stats for sports
writing style: upgrade, to weak
72
•T'l;
/JOT;-'
Oi j'' -,•..!? laodftA'
tdi:oo;
T>i ••J.

The Quaker Campus: Whittier College Student Readership Survey

Transféré par

Informations du document

Copyright

Formats disponibles

Partager ce document

Partager ou intégrer le document

Options de partage

Avez-vous trouvé ce document utile ?

Ce contenu est-il inapproprié ?

Droits d'auteur :

Formats disponibles

The Quaker Campus: Whittier College Student Readership Survey

Transféré par

Droits d'auteur :

Formats disponibles

The Quaker Campus

Whittier College Student Readership Survey

Caroline Heldman, Ph.D.

Research Assistants >

''jj "( "•'(-, '

Appendix A: Annotated Questionnaire 38

Appendix B: Fielding Instructions 49

Appendix C: Cleaning, Coding, and Data Entry Instructions 50

Appendix E: Verbatim Responses 60

Forty percent of Whittier College students perceive the Quaker Campus to be

One-in-five students think that certain groups on campus are over-represented in

One-third of students think that certain groups on campus are under-represented

' •»"!:•»>,.;- ;!;

This project is a comprehensive assessment of Whittier College students' opinions

as co-editors-in-chief, and Patrick Holmes is the managing editor of the student

Whittier College was established in 1887 by The Religious Society of Friends,

Whittier' s emphasis on praxis. This report represents a collaborative effort between

representative of the behaviors, attitudes, and opinions of Whittier College students.

-':"> . . * . .: ';:' '0'' .

i" *•'-, ?\i' '^T'O

i> -'. . <':it3Jsj3?.?j

investigators. The questionnaire was pre-tested twice on a student population to improve

question is located in Appendix A. '

^it; i:,^n;.y,t _-.

-\ ' i\ rAiWii 'A''

: ,.•! :h15 ;; ' :

it»j. .:;::": jjility^l mn vs'-a^^ _

' "ufy !,. '•.;h»-n V0U Y^f^'O

1 (';>« iM'*, 'if\\'-

representative of the demographic composition of Whittier College students as noted in

the next section. -- (

i>! •jU >:%' ':"• .ii-v'-ni v'fv-jifj- n;-b h-:

q 'i/,^>. ... ^rf '.>i(w: V nZ':\t:.:i:iKi in-»0l9<\

T-G >:;t;^?l'w;. f-^jJ •^".

i^'•• '('/ j^;*.

margin of error of +4.4%.' As shown in Table 1, there are no significant differences

between the sample and the larger Whittier College population. ,.

Table 1: Sample and Population Comparison

'H' :,:; 'i-;'it -i."

statistically significant. Additionally, while a greater percentage of White students

the gwa^er CawpM5 readership survey. ; ,: \- ' V > t \.

' i-'iji'i'^ ;.!;>1>ii *ii<!' fiSr:

-,-><;!:, i'i-r-:, isj^rty «>vi.irti

,, liU 1 :;p ' >f.i'

Student respondents to the survey were asked a total of twenty-five questions

website. Each of these topics is discussed in turn.

Overall Readership of the Quaker Campus

' "^ ''

!'( •'<' .;''C»i'i"£-

.ii'i I.t riti.-j'rb

Significant differences are found in readership of the Quaker Campus by living

who live off campus (p<.05).^

students to be regular readers of the Quaker Campus. Sophomores (70.7%), juniors

(49.4%)) to read the newspaper "always" or "often" (p<.05).

Gender differences also surfaced in terms of regular readership of the Quaker

compared to 1.8%). - ..,:., • '

.1, r;, i . -j:

Differences in regular readership of these different sections were found by living

compared to 34.9% percent) (p<.05).

A greater percentage of female students (46.3%) are regular readers of the

.;\'">{fl V.^ '

Gaps in rates of readership by section were also found by racial/ethnic group. We

Latino students (4 1 .2%) (p<.05).

^'oui- fi- •''\ .;: 't»v5