385 Investigating Inclusiveness within the Department of Animal Science

Abstract

Abstract Diversity, equity, and inclusion (DEI) have become important topics for discussion in Animal Science Departments across the nation. The need for DEI-awareness programming has increased as student populations become more diverse. Therefore, the objective of this work was to understand how included students felt in the Department of Animal Science. A survey instrument using Qualtrics was developed and distributed to 1,047 undergraduate and graduate students. A total of 436 participants completed at least a portion of the survey (response rate = 41.6%). Information will be presented descriptively. Approximately 56%, 29%, and 15% of participants came from rural, suburban, and urban areas, respectively. Additionally, 36% reported having no previous livestock experience. Participants were asked to rank their perceived level of inclusion in different facets of the department when starting in the major. Approximately 11%, 14%, and 13% felt that they were not included in class, with peers, and with faculty, respectively, when starting their degree program. Conversely, 24%, 22% and 26% felt very included in class, with peers, and with faculty, respectively, upon entering the major. Juniors, seniors, and graduates were asked to rank their level of inclusion in the same three areas after being in the department for at least two years. Only 2%, 10%, and 5% of these students reported feeling not included in class, with peers, and with faculty, respectively. Roughly 39%, 34%, and 39% of experienced students felt very included in class, with peers, and with faculty, respectively. Although inclusion feelings improved in mature students, there is still concern some students still do not feel that they belonged. Further analysis is needed to identify student attributes that do not feel included throughout the degree program and to identify tools that could help improve inclusion.