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This data collection contains the results of a follow-up cross-sectional study to the 2016 assessment of the current campus climate with respect to diversity, equity, and inclusion. The sample survey of the University of Michigan (U-M), Ann Arbor, faculty, staff, and students was meant to represent the full diversity of the community and to capture information and perceptions on demographics, climate, institutional commitment and inclusive and equitable treatment, departmental norms, intergroup interactions, and discrimination. With input from committees of students, faculty, and staff, the survey instrument was developed collaboratively by the U-M Office of the Provost, U-M's Survey Research Center, and administered by SoundRocket, an external social science survey research company. The instrument was delivered as a web survey, and several notifications and reminders were used to encourage completion, as well as an incentive. These notifications and reminders were delivered in phases.

Variables in the collection describe age, gender and gender identity, race/ethnicity, school/department/unit, religious affiliation, disability status, campus safety, rating of campus climate, intergroup interaction, discriminatory events, composite rating scores, and more.

The World Cities Culture Forum, established in 2012, is a leading global network of civic leaders from over 40 creative cities across six continents, representing a combined population of over 245 million. The forum fosters collaborations to place culture at the core of urban development, addressing 21st-century challenges such as climate change, affordable workspaces, cultural tourism, and diversity in public spaces. Through its Global Summit, partnerships, and programs like the Leadership Exchange Programme and Digital Dialogue Masterclasses, the forum promotes cultural integration in city planning. The World Cities Culture Report 2022 provides comprehensive open-source data on culture, including over 60 datasets from 40 cities.

• Contextual Data: Includes demographics such as characteristics of the overall and working-age populations (including percent who were foreign born) and of the geographical area, such as the percentage of national population living in the city and the percentage of the area devoted to parks and other public green spaces.
• Cultural Infrastructure: Provides counts (and rates) of various facilities and venues, including art galleries, artists' studios, rehearsal spaces, bars, bookshops, cinemas, community centers, concert halls, museums, nightclubs, libraries, video game arcades, and theatres.
• Participation and Tourism: Focuses on cultural participation metrics, such as cinema and theatre admissions, festival attendance, museum visits, average daily attendance at the top five art exhibits, and international tourist numbers.
• Creative Economy: Encompasses data on book publishing, creative industries employment, film festivals, restaurant ratings, and performances.
• Education: Includes statistics on public library book loans, higher education levels, international student enrollment, and specialist institutes in art and design education.

The source for each number is identified within the dataset. Data users can freely download selected datasets as .csv files.

The Robert Wood Johnson Foundation (RWJF) began its New Connections Program in 2005, motivated by the belief that high-quality research and evaluation that addresses the nation's health demands diverse perspectives. As of December 2011, New Connections has supported the career development of 100 grantees: junior researchers and mid-career professionals from historically disadvantaged and underrepresented communities. In addition, the program has provided overall support to a larger network of over 1,200 scholars from these same communities. This study comprises data from three surveys that were conducted as part of the evaluation of New Connections: the Grantee Process Survey, Grantee Network Survey, and Larger Network Survey.

The Grantee Process Survey interviewed New Connections grantees about their accomplishments and participation in professional activities, confidence in various abilities before and after they became grantees, satisfaction with support from New Connections, the extent to which New Connections improved their knowledge and skills, and the extent to which they agreed or disagreed that the program affected their ability to obtain their current position or made them more influential in their work settings.

The Grantee Network Survey questioned New Connections grantees about the persons from whom they would seek support, guidance, or information; expertise; work with; or communicate with about what they needed to be successful in their current positions and to advance in their careers (e.g., to get tenure, a promotion, or a leadership position).

The Larger Network Survey interviewed members of the larger network about their participation in New Connections activities, their interactions with New Connections grantees and the larger network, the extent to which the program improved their knowledge and skills, the extent to which they agreed or disagreed that New Connections affected their ability to obtain their current position, and their satisfaction with the program.

There is a separate data file for each survey. Together with the survey responses, all three files include information from the program's administrative records, such as the highest degree earned, institution type, field of work, race and Hispanic ethnicity, first generation college student status, and low income status. In addition, the Grantee Process Survey data file contains variables derived from the respondents' curriculum vitae that show the number of grantee presentations and publications before, during, and after the New Connection grants.

The Pipeline, Profession, and Practice: Community-Based Dental Education (Dental Pipeline) program was a national initiative created by the Robert Wood Johnson Foundation (RWJF) in 2001 to address the critical shortage of oral health care for underserved and disadvantaged populations in the United States. By 2003, RWJF selected 11 dental schools to receive Dental Pipeline funding for 5 years through a competitive application process, and The California Endowment (TCE) joined the program in July 2003, funding 4 additional dental schools in California. The initiative focused on recruitment and retention of underrepresented minority dental students, curriculum revisions to stress community-based dental education (CBDE), and increased extramural clinical rotations for students in the community, with the expectation that these changes in dental education would lead to improved access for underserved populations. The Dental Pipeline program sought not only to increase underrepresented minority recruitment but also to build cultural competence for all dental students so that they are better prepared to treat a diverse group of patients. Based in the Department of Health Services at the UCLA School of Public Health, the National Evaluation Team (NET) was chosen by the foundations to be the national evaluator of the Pipeline program. The NET employed a multidisciplinary team using qualitative and quantitative methods and multiple data sources to conduct a comprehensive 5-year evaluation. This ICPSR study contains data from five of the evaluation's data collection efforts: two faculty surveys, a survey of deans, curriculum checklists, clinical information system, and site-visit interviews.

Conducted at two time points during the Pipeline program implementation, the faculty surveys interviewed faculty members in the Dental Pipeline schools about their perceptions of extramural clinical rotations; competence of senior students; support for and effectiveness of recruitment programs intended to increase the number of underrepresented minority and low-income (URM/LI) dental students; impact of diversity on education experience; barriers to sustainability of the extramural programs, cultural competency dental education curricula, and URM/LI recruitment; and barriers for graduating seniors to practice in settings that provide care to underserved populations.

The survey of deans from Pipeline schools inquired about the importance of public policy issues related to dental education and expanding access to oral health care, level of activity and effectiveness of efforts to influence goals, and factors that facilitate or serve as barriers to influencing policy development.

The purpose of the curriculum checklists was to document the Pipeline schools' efforts to develop/revise their CBDE curricula and to characterize the key parameters of all their CBDE courses.

The clinical information system collected information about the Pipeline schools' predoctoral clinical rotations for each of the five academic years covered by the evaluation: total number of days in core community rotations, number of days in extramural rotations by type of extramural site (e.g., urban/rural, Federally Qualified Health Center, community health center, Veterans Administration hospital/clinic, Indian Health Service, and public/parochial school), and average distance of extramural facilities from school.

Multiple rounds of qualitative site visit interview data were collected from different stakeholder groups at the Pipeline schools: faculty, administrators, community representatives, first year students, and fourth year students. The site visit interviews, which were taped and transcribed, were conducted for several reasons: to describe Pipeline program components including baseline status, program structures, and implementation processes; to validate and clarify information gathered from other data sources; to collect information not available from other data sources; and to identify evidence-based best practices in the schools. Altogether, there are 522 discrete transcripts which ICPSR bundled in a single ZIP archive.

This data collection contains the results of a sample survey of University of Michigan (U-M), Ann Arbor, faculty, staff, and students meant to represent the full diversity of the community and to capture information and perceptions on demographics, climate, institutional commitment and inclusive and equitable treatment, departmental norms, intergroup interactions, and discrimination. With input from committees of students, faculty, and staff, the survey instrument was developed collaboratively by the U-M Office of the Provost, U-M's Survey Research Center, and administered by SoundRocket, an external social science survey research company. The instrument was delivered as a web survey, and several notifications and reminders were used to encourage completion, as well as an incentive. These notifications and reminders were delivered in phases.

Variables in the collection describe age, gender and gender identity, race/ethnicity, school/department/unit, religious affiliation, disability status, campus safety, rating of campus climate, intergroup interaction, discriminatory events, composite rating scores, and more.

The Creating Connection: Building Public Will for Arts and Culture, 2014, study explores arts and culture experiences as they relate to people's core values. The study is part of the Arts Midwest and Metropolitan Group's multi-year social change effort that began in 2012 to advance the position of arts and culture as a recognized, valued, and expected part of the public's everyday lives. The 2014 study seeks to understand how people define their arts and culture experiences, the core values that drive these experiences, and those messages that effectively connect these experiences to their values in order to craft messages that change expectations surrounding arts and culture.

Data was collected from 4,645 participants through a national survey administered September 2014. The base sample consisted of more than 2,586 responses nationwide, with additional oversamples from San Jose (California), California, Michigan, Minnesota, and Oregon. Data is weighted by education, race, age, and party identification to reflect those populations. Variables include information on: faith, family, community, cultural diversity, arts and culture engagement, social activities, artistic expression, and defining arts and culture. Demographic variables include age, race, education, gender, and income.

CultureBlocks is a free online mapping tool that provides simple access to a robust, spatial database of Philadelphia's creative and cultural resources on the neighborhood level. CultureBlocks can be used for decision making, policy development, research, planning, marketing and investment. This web tool is designed to assist people and organizations such as city officials, arts and culture managers, creative businesses, tourism and marketing officials, students, researchers, real estate developers, economic development professionals, and funders in their work. Citizens are invited to use this tool to learn more about Philadelphia and its creative sector.

The team behind the tool consists of The City of Philadelphia's Office of Arts, Culture and the Creative Economy (OACCE), The City of Philadelphia's Department of Commerce, the Reinvestment Fund and the Social Impact of the Arts Project (SIAP) at the University of Pennsylvania's School of Social Policy and Practice. SIAP and the Reinvestment Fund also made use of the associated database to develop an index of social well-being for the city of Philadelphia, described in linked working papers.

In 2015 Ithaka S+R surveyed the grantees of the New York City Department of Cultural Affairs (DCLA) and received demographic data on staff and board members, as well as questionnaire responses about initiatives and barriers to diversifying staff and boards. The invitation to participate in the survey was sent to the executive directors (or equivalent) of the 1,061 DCLA Capital Fund recipients for fiscal year 2016. Survey participation was a requirement for funding eligibility for fiscal year 2017.

Representatives from the responding organization filled out spreadsheets on staff demographics. The spreadsheet results are compiled in the Demographics File which contains information on staff race, ethnicity, gender, disability status, and age. In addition, there are variables on staff members' roles in the organization such as employment status, job level, decade hired, job type, and discipline. The Demographics File contains 14 variables and cases on over 48,000 staff members

The Survey File contains grantee organization representatives' responses to the DCLA questionnaire on diversity engagement, barriers and initiatives. This file contains 993 cases and 62 variables.

This data collection represents a loose collaboration between Georgetown University's Center for Democracy and Civil Society (CDACS) and the European Social Survey (ESS). The data in Part 1 are from the United States Citizenship, Involvement, Democracy (CID) Survey, which was conducted between mid-May and mid-July of 2005, and consists of in-person interviews with a representative sample of 1,001 Americans who responded to an 80-minute questionnaire. The CID survey is a study of American civic engagement, social capital, and democracy in comparative perspective, and it provides perspective on citizen participation in both the public and private realms. The CID survey is integrated with several elements of a module from the 2002 version of the ESS, which was administered in 22 European countries. In addition to the replicated questions from the ESS, the CID survey includes questions related to the themes of social capital, activities in formal clubs and organizations, informal social networks and activities, personal networks (strong and weak ties), the composition and diversity of ties and associations, trust (in other people, the community, institutions, and politicians), local democracy and participation, democratic values, political citizenship, social citizenship, views on immigration and diversity, political identification, ideology, mobilization and action, and tolerance (concerning views and attitudes, least-liked groups, and racial stereotypes).

In order to facilitate and encourage the common use of several key variables, and to help individual users to avoid having to create certain scales and indices, the data in Part 1, Citizenship, Involvement, Democracy Survey Data (US Only), also include the following constructed variables: generalized trust, political action, party identification, participation in voluntary organizations, citizenship norms, the diversity of social networks, racial prejudice/negative stereotypes, national pride, attitudes toward immigrants, and demographic factors.

The data in Part 2, 2002 European Social Survey (ESS) Data Integrated with US Data, comprise the responses from the 2002 ESS merged with the responses from the US CID, but only contains the questions common to both the US CID and the 2002 ESS (without any constructed variables). The central aim of the ESS is to measure and explain how people's social values, cultural norms, and behavior patterns are distributed, the way in which they differ within and between nations, and the direction and speed at which they are changing. Data collection for the ESS takes place every two years, by means of face-to-face interviews of around an hour in duration.

Demographic variables for Part 1 and Part 2 include race, gender, age, marital status, income, religious preference, and highest level of education.

The Eurobarometer series is a unique cross-national and cross-temporal survey program conducted on behalf of the European Commission. These surveys regularly monitor public opinion in the European Union (EU) member countries and consist of standard modules and special topic modules. The standard modules address attitudes towards European unification, institutions and policies, measurements for general socio-political orientations, as well as respondent and household demographics. The special topic modules address such topics as agriculture, education, natural environment and resources, public health, public safety and crime, and science and technology.

This round of Eurobarometer surveys covers the following special topics: (1) European Parliament, (2) development aid, (3) social climate, and (4) discrimination. Respondents were queried on the image associated with the European Union, their own view of the European Union, voter activity, and their familiarity with European institutions. Additionally, respondents were asked about their awareness and opinion of the EU's European Citizen's Initiative and the Charter of Fundamental Rights of the European Union, their opinions on giving federal aid to developing countries, as well as life satisfaction and workplace diversity.

Demographic and other background information collected includes age, gender, nationality, marital status, occupation, age when stopped full-time education, household composition, ownership of a fixed or mobile telephone and other goods, difficulties in paying bills, level in society, and Internet use. In addition, country-specific data includes type and size of locality, region of residence, and language of interview (select countries).

The Social Justice Sexuality Project (SJS) is one of the largest national surveys of Black, Latina/o, Asian and Pacific Islander, and multiracial lesbian, gay, bisexual, and transgender (LGBT) people. With over 5,000 respondents, the final sample includes respondents from all 50 states; Washington, DC, and Puerto Rico; in rural and suburban areas, in addition to large urban areas; and from a variety of ages, racial/ethnic identities, sexual orientations, and gender identities. The purpose of the SJS Project is to document and celebrate the experiences of lesbian, gay, bisexual and transgender (LGBT) people of color. All too often, when we think about LGBT people of color, it's from a perspective of pathology. In contrast, the SJS Project is designed and dedicated to describing a more dynamic experience. It's a knowledge-based study that investigates the sociopolitical experiences of this population around five themes: racial and sexual identity; spirituality and religion; mental and physical health; family formations and dynamics; civic and community engagement. Demographic variables include: race/ethnicity, sexual orientation, gender identity, age, education, religion, household, income, height, weight, location, birthplace, and political affiliation.

Additional information about the SJS Project can be found on the Social Justice Sexuality Project Web site.