Prevalence and Characteristics of Gambling at Four College Campuses in Northeastern Minnesota  

Rebecca E. Putz, B.A.

Lake Superior Area Family Services

Duluth , Minnesota

 

In collaboration with:

College of St. Scholastica

University of Minnesota Duluth

Lake Superior College

Fond du Lac Tribal and Community College

 

Research Funding:

Lake Superior Area Family Services

College of St. Scholastica

University of Minnesota Duluth

Lake Superior College

Fond du Lac Tribal and Community College

Mille Lacs Band of Ojibwe

 

April 2007

Executive Summary

This report examines prevalence and characteristics of 3,710 respondents to a survey in October 2006. The survey was distributed via email to enrolled students from the College of St. Scholastica, University of Minnesota Duluth, Lake Superior College, and Fond du Lac Tribal and Community College. Forty-four questions are asked about types of gambling and frequency, venues, consequences, Internet gambling and the South Oaks Gambling Screen Revised (SOGS) (Lesieur & Blume, 1987, 1991). There were 18,161 potential respondents, resulting in a 20.4% response rate. Men were slightly underrepresented and women were slightly overrepresented in the survey. The survey was ethnically representative of the colleges combined population.

The SOGS asks 20 questions about negative consequences and experiences with gambling. Scoring breaks down as follows: 0= no problem with gambling; 1-2= may be a problem; 3-4= problem gambler; 5+= probable pathological gambler (PPG). The SOGS has been consistently used in past research on college students, and has been found valid and reliable.

Significant findings are addressed below:

Gambling Prevalence

• Eighty-six point seven percent (86.7%) of respondents have gambled at least once in their lifetime. In the past 12 months, 73% have gambled.

• The top three most commonly experienced games (games participated in lifetime):

  70% have played slot machines

  63% have played the lottery

  46% have played Texas Hold ‘Em for money, with friends

The frequencies of the most commonly experienced games are substantially lower than the most frequently played games. Only 0.9% of respondents played slot machines on a weekly basis, and 0.7% of respondents played the lottery on a weekly basis. As seen below, Texas Hold ‘Em is the most popular game played on a weekly basis.

• The most frequently played games (games played weekly or more):

  4% play Texas Hold ‘Em for money with friends weekly

  3.6% play Texas Hold ‘Em online not for real money weekly

  2.6% play Texas Hold ‘Em online for money weekly

• 11.4% of total respondents have gambled online for money in their lifetime.

• 36% have gambled online for real money and for virtual/fake money in their lifetime.

• Men have experienced the most gambling activities and gamble more frequently than women.

Gambling Problems

Four point five percent (4.5%) of all respondents indicated signs of problem and pathological gambling. National prevalence of gambling problems in college students ranges from 3% to 11%, and the average is 5%. Adult prevalence of problem and pathological gambling ranges from 1-3% (National Research Council, 1999). This survey indicates students with a gambling problem are well above the national average among adults, but are within range of gambling problems among their cohort.

• Among respondents who gamble, the rate of problem and pathological gamblers is 14.3%.

• Men have significantly higher rates of problem and pathological gambling than women.

• Students who drink frequently, smoke and use marijuana are more likely to be problem and pathological gamblers than those who do not.

• Problem and pathological gamblers have poorer grades than those who don’t have gambling problems and non-gamblers.

• Texas Hold ‘Em online for money is the most popular game being played by probable pathological gamblers on a weekly basis.

 

Recommendations

• Examine the relationship between easily accessible gambling and frequency of play among college students.

• Respondents who began gambling at an early age have higher rates of problem and pathological gambling, indicating a need for prevention efforts beginning at an earlier stage than college.

• Focus awareness efforts on limiting online gambling both in money and time spent.

• Educate students about myths and realities of online gambling sites and the differences between real money and virtual money sites and game rooms.

• Have counselors screen for gambling when a student presents problems with chemical dependency and screen for chemical dependency when they present problems with gambling.

• Make assessment and treatment services accessible both on and off campus.

• Have a multiple-addictions support group that is based on being a student or college-age rather than battling a specific addiction, in order to encourage participation and minimize attrition.

• Develop a “links” site on each college’s website for students to access information and resources that are available locally, across the state, and online.

• Reach problem gambling students through their friends and parents. This is where they would go for help, so educating those helpers in an unobtrusive way (especially the students) is very important, considering the reluctance of some students to address problematic issues and avoid confrontation.

• Establish a policy that each college can adopt or develop that addresses gambling on campus and problems that result as a consequence of gambling.