EQUALITY GUIdE - KU Leuven

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Chapter 1 ! Personnel development and organisational culture 69 Language at home Dutch 304 (73.6%) Dutch + other language 61 (14.8%) No Dutch 48 (11.6%) Ethnic background Belgian background 330 (79.9%) Background from neighbouring country 11 (2.7%) Background from rest of EU 14 (3.4%) TMA background 9 (2.2%) Colonial background 5 (1.2%) Other 8 (1.9%) Disabilities 14.1% Learning disorder Physical disability Chronic, medical condition Impairment due to mental disorders Special status Working student Top-class sport student Artist Student with medical background Student representative or student with political mandate Sexual orientation Hetero LGB Highest education parents No school education Primary education Special education Lower secondary education Higher secondary education Technical secondary education Higher education (1 cycle) Higher education (2 cycles) University No idea No answer 31 (8.9%) 5 (1.4%) 8 (2.3%) 5 (1.4%) 11 (2.7%) 3 (0.7%) 7 (1.7%) 16 (3.9%) 369 (89.3%) 44 (10.7%) Almost 25% of the respondents indicated that studying is a financial challenge for them. Half of the respondents (48.5%) stated that studying is a financial challenge for their parents. Parents with a higher education of 1 cycle are most represented. Another striking result is the number of students with a learning disability (8.9%), which is much higher than the number at the VUB (3.3%).
70 Equality Guide The researchers at EHSAL 73 included the variables from part two and three for their factor analysis. This resulted in a ‘tolerance’ scale (with items from part three) and a ‘climate’ scale (with items from part one and two). Reliability analyses showed that the climate scale had a reliability of " = 0.894 and the tolerance scale scored " = 0.869, which indicated a very good reliability. Refer to table 1.13 in the Appendices for a detailed factor analysis and an overview of the items that constitute the scales. Scores ranging from 0 (low) to 100 (high) were calculated for each respondent on the two scales. The mean of all respondents for the tolerance scale is 65.4 out of 100 which can be considered sufficient. The mean of the climate scale is 73.8 out of 100. This survey also measured the extent to which some groups are subject to laughter and offensive remarks. The results are listed below. Table 17: The extent to which some groups are subject to laughter or offensive remarks (EHSAL) Offensive remarks or jokes about Never Seldom Sometimes Often Women 164 (40.8%) 149 (37.1%) 80 (19.9%) 9 (2.2%) LGB persons 180 (44.6%) 150 (37.1%) 61 (15.1%) 32 (7.9%) Persons from other ethnic backgrounds 139 (34.3%) 155 (38.3%) 79 (19.5%) 32 (7.9%) Persons with disabilities 209 (51.9%) 150 (37.2%) 36 (8.9%) 8 (2%) Others 47 (67.1%) 12 (17.1%) 4 (5.7%) 7 (1%) We notice that, like at the VUB, most insulting remarks or jokes are made about people from another ethnic background. A majority of the respondents (89%) report that jokes about persons with disabilities are rarely ever made. Here also, other students make insulting remarks or jokes about French-speaking people, about students who do well in their studies or students with bad points , or about teachers. We checked to what extent students have contact with other students who are different from them. An overview is given below. Table 18: The extent to which students have contact with other students different from themselves (EHSAL) How often contact with Daily Weekly Monthly Rarely Never LGBT students 112 (27.6%) 76 (18.7%) 27 (6.7%) 115 (28.3%) 76 (18.7%) Students from other ethnic background 96 (23.6%) 86 (21.2%) 42 (10.3%) 132 (32.5%) 50 (12.3%) Students with disabilities 21 (5.2%) 22 (5.5%) 28 (7%) 191 (47.5%) 140 (34.8%) Students from other social 160 (39.6%) 90 (22.3%) 56 (13.9%) 80 (19.8%) 18 (4.5%) background 73 Dries Berings, Tom Colpaert.
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EQUALITY Guide HR Instruments for E
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Authors Yanna Van Wesemael ! Machte
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VLIR-Werkgroep Gelijke Kansen (Eds.
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6 Equality Guide 3.8. Validating th
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8 Equality Guide 2. Literature stud
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10 Equality Guide 5.4. Recommendati
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Preface At Flemish and at European
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Preface 15 The partners in the tran
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254 Equality Guide 3.7.5. Catholic
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References General introduction Bla
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References 277 nr. 3, 303-322. Mill
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286 Equality Guide Table 1.2: Diffe
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EQUALITY GUIdE - KU Leuven

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