Social Responsibility Inventory

Developed by Jeffrey Howard and Wilbert McKeachie‚ 1992
 
Student Survey
College ______________
Semester _____________
 Please complete the following survey. Your answers will be treated confidentially. Answering the questionnaire is voluntary‚ and it is your right not to answer any or all of the questions. However‚ your cooperation will be helpful both for this course and for other courses in which it is given.
 Please return this form to the envelope that the instructor has been given. Thank you.
 Demographic Information
 A. Student I.D. #___________________________________________
 B. Course _____________ C. Section ____________
 D. Sex: 1. male 2. female
 E. Race (optional):
1. African-American
2. Asian-American
3. Caucasian
4. Hispanic
 5. Native American Indian
6. Other (specify)_______________
F. Class Standing: 1. Freshman‚ 2. Sophomore‚ 3. Junior‚ 4. Senior‚ 5. Graduate
 Part 1: using the scale below please indicate the importance to you personally of the following:
 1 not important‚ 2 somewhat important‚ 3 very important‚ 4 essential
 _____ G. working toward equal opportunity for all U.S. citizens
 _____ H. developing a meaningful philosophy of life
 _____ I. becoming involved in a program to improve my community
 _____ J. being very well off financially
 _____ K. volunteering my time helping people in need
 _____ L. giving 3% or more of my income to help those in need
 _____ M. finding a career that provides the opportunity to be helpful to others or useful to society
 Part II: Using the scale below please indicate your response to the following items:
 1 strongly disagree‚ 2 disagree‚ 3 undecided‚ 4 agree‚ 5 strongly agree
 _____ N. adults should give some time for the good of their community or country
 _____ O. ha‎ving an impact on the world is within the reach of most individuals
 _____ P. most misfortunes that occur to people are frequently the result of circumstances beyond their control (over)
_____ Q. if I could change one thing about society it would be to achieve greater social justice
 _____ R. I can learn from prison inmates
 _____ S. I make quick judgments about homeless people
 _____ T. individuals should be ready to inhibit their own pleasures if these inconvenience others
 _____ U. people‚ regardless of whether they have been successful or not‚ ought to help those in need
 _____ V. people ought to help those in need as "payback" for their own opportunities‚ fortunes‚ and successes
 _____ W. if I had been born in poverty‚ chances are that I would not be attending this college
 _____ X. I feel that I can make a difference in the world
 (Part III is only on the post-test)
 Part III: Using the scale below please indicate the degree to which participation in this course has increased or strengthened your:
 1 not at all‚ 2 somewhat‚ 3 quite a bit‚ 4 a great deal
_____ Y. intention to serve others in need
 _____ Z. intention to give to ch‎arity to help those in need
 _____ AA. sense of purpose or direction in life
 _____ BB. orientation toward others and away from yourself
 _____ CC. intention to work on behalf of social justice
 _____ DD. belief that helping those in need is one's social responsibility
 _____ EE. belief that one can make a difference in the world
 _____ FF. understanding of the role of external forces as shapers of the individual
 _____ GG. tolerance and appreciation for others
 
This 15 item survey measures students’ social and political beliefs and values. It includes a “post” section of questions if programs want to evaluate their impact on these beliefs. Originally designed for college students as a way of measuring the impact of a specific class on their thinking‚ this tool could be customized by mentoring programs for use with older youth.
 
This tool touches on the following keywords:
·         Personal Attitudes and Beliefs
Available through the Compendium of Research and Assessment Tools (CART) at:http://cart.rmcdenver.com/instruments/social_responsibility.pdf
FEES AND REQUIREMENTS
Permission for use required from Jeffrey Howard: [email protected].
 
Designed for college students‚ although it could easily be adapted for high school populations (maybe middle school).
 
Items rated on a 4- or 5-point scale. Could be used as a pre-post instrument to track changes in values.
 
Jeffrey Howard and Gregory Markus
Center for Political Studies University of Michigan
Ann Arbor‚ MI 48106-1248