Diversity In Higher Education Research Articles

Building Trust, Fostering Agency, Sharing Power: Interracial Feminist Co-Mentoring as a Strategy for Dismantling White Supremacy in Higher Education

Despite institutional claims to value increased racial diversity in higher education, Black women in faculty roles perpetually navigate oppressive cultures across all institutional types. The ability to build and foster mutually beneficial interracial mentoring relationships is vitally important to move beyond performative diversity and build truly inclusive organizations. In this project, we sought to interrogate our own interracial feminist co-mentoring relationship to identify guiding principles for others engaged in these types of relationships. As a Black woman and a white 1 1 In opposition to APA guidelines, we do not capitalize white as a racial category or identity. We do capitalize Black, as a form of “rejecting the standard grammatical norm as a means to acknowledge and reject the grammatical representation of power capitalization brings to the term ‘white’” (Huber, 2010, p. 93). woman, we employed duoethnography to analyze the realities of our interracial mentoring relationship and to develop a conceptual framework of interracial feminist co-mentoring. This study emphasized the transformative opportunities that can occur through experiences of social exchange and reciprocity within interracial feminist co-mentoring relationships. We argue for critical evaluation of existing mentorship models to include (a) a recognition of the historical and contemporary factors that inhibit Black women’s ability to build and foster relationships with white women and (b) explicit ways white women can foster trust within interracial co-mentorships that facilitate true agency and shared power. Through this intentional exploration of our relationship, we make space for true divestment in internalized white supremacy for both Black and white women and movement toward dismantling white supremacy culture in mentoring relationships throughout higher education.

Digital Technology to Promote Inclusion and Diversity in Higher Education: A Qualitative Insight

Digital Technology to Promote Inclusion and Diversity in Higher Education: A Qualitative Insight

Gender Mainstreaming and Diversity in Higher Education: An Experience in Software Engineering Education

Gender Mainstreaming and Diversity in Higher Education: An Experience in Software Engineering Education

“Differentiation is Sometimes a Hit and Miss”. Educator Perceptions of Differentiated Instruction in the Higher Education Sector

AbstractDifferentiated instruction is an effective means of addressing student diversity, and is increasingly being adopted by educators within the higher education sector. However, the global pandemic and changes to content delivery have altered the educational landscape. Hybridised delivery has resulted in the need for more innovative and contemporary means of accommodating student diversity, to suit both in-situ and remote learning platforms. Additionally, increasing student diversity in higher education has prompted a rethinking of how to accommodate student variance. This qualitative study sought to gauge the views of four educators, who were faced with hybridisation of content delivery during the global pandemic. Led by an overarching objective of ascertaining educator perceptions, responses and attitudes toward differentiated instruction, the study utilised four in-depth case studies to reflect on the implementation of differentiated instruction in the higher education sector. Results from this qualitative analysis yielded the view that time constraints, the coverage of prescribed content and increasing student diversity continue to act as barriers to authentic differentiation. While all showcased educators embraced the underlying philosophy of differentiating instruction to suit student needs, many were hampered by administrative duties which compromised their time and effort with regard to differentiation.

Inclusive Strategies and Public Policies for the Integration of University Students with Disabilities and the Promotion of their Mental Well-Being in Academic Environments

This study addresses inclusive strategies and the impact of public policies on the integration of university students with disabilities, with special emphasis on their mental well-being in academic settings. Through a quantitative approach, data from a sample of students with disabilities in public and private universities were analyzed. The results reveal that the proper implementation of inclusive policies significantly improves both academic integration and the emotional well-being of students. Key areas were identified for improving psychological care and academic accommodations, highlighting the importance of a holistic approach to addressing diversity in higher education.

Self-Esteem Matters: Examining its Impact on Academic Achievement in the Context of Gender and Age Diversity in Higher Education

Self-esteem plays a crucial role in shaping academic achievement among university students. This study investigates how self-esteem, gender, and age influence academic performance, particularly within the Indonesian context. Despite extensive global research, there needs to be more understanding of these dynamics among Indonesian university students. The study explores the relationships between self-esteem, gender, age, and academic achievement, identifying significant predictors and differences. A quantitative survey design was employed to gather data from 309 students across 12 Central Java, Indonesia universities. Data collection was executed through online surveys distributed via WhatsApp and Facebook. Data analysis was performed using Pearson correlation and multiple regression techniques with SPSS. The findings confirm that self-esteem significantly impacts academic achievement, establishing it as a strong predictor of academic success. While gender differences in self-esteem were notable, age did not significantly affect self-esteem. Interestingly, no significant gender gaps in academic performance were observed, though academic achievement varied across age groups. These conclusions suggest that enhancing self-esteem could improve academic outcomes. This research contributes to the global understanding of self-esteem dynamics, emphasizing the need for targeted interventions in educational settings. The insights gained can inform educators and policymakers in developing strategies to support students' academic success in Indonesia.

Using Critical Race Mixed Methodology to Explore African American College Students’ Experiences with Racial Microaggressions

AbstractThere is a dearth of social justice or critical mixed methods research approaches, particularly in higher education. Critical Race Mixed Methodology (CRMM) is a type of critical mixed methods research that combines Critical Race Theory (CRT) and mixed methods research (DeCuir-Gunby in Educational Psychologist 55, 244-255, 2020). However, there are limited examples of CRMM within higher education research (Johnson & Strayhorn in Journal of Diversity in Higher Education 16, 539-553, 2023). Our study further operationalizes CRMM through the explication of an explanatory sequential mixed methods exploration of African American college students’ experiences with racial microaggressions, where the qualitative findings are used to expand upon the quantitative findings (Creswell & Plano Clark, 2017). The study uses Critical Race Theory (Bell, 1992; Ladson-Billings & Tate in Teachers College Record 97, 47-68, 1995; Solórzano & Huber, 2020) to focus on how African American college students’ experiencing of racial microaggressions influences their racial identity and feelings of belonging in historically white institutions (HWIs). The quantitative findings (n = 97) indicated that private regard (racial identity) protected students’ sense of belonging when experiencing racial microaggressions. The qualitative findings (n = 15) explored students’ stories regarding their experiences with racial microaggressions, focusing on their feelings of belonging. Through our discussion, we advance the use of mixed methods in higher education research to better understand the racialized experiences of African American college students and demonstrate how CRMM can be used to integrate quantitative and qualitative findings.

Cultural perspectives on academic dishonesty: exploring racial and ethnic diversity in higher education

ABSTRACT This study explores academic dishonesty within higher education, with a particular focus on the perspectives of the Arab ethnic community in Israel. Through in-depth interviews involving 38 students, the research unveils three overarching themes: (a) “Academic dishonesty as a social norm” illuminates the prevalent acceptance of cheating driven by moral justifications, emphasizing the crucial role of perceived low likelihood of detection and inconsistencies in enforcing academic standards in a multicultural context, (b) “Rationalizations for academic dishonesty and coping with minority status,” explores how overwhelming academic demands, familial and social pressures, and collaborative support networks contribute to unethical behavior, and (c) “Erosion of academic effort,” elucidates the connection between uninspiring teaching methods and the derision of less committed peers, contributing to plagiarism. These findings contribute to a culturally understanding of academic dishonesty. Practically, recognizing specific groups’ challenges with academic dishonesty can inform instructors and administrators, aiding effective strategies to promote integrity.

The Race-Gender-Equity-Leadership Matrix: Intersectionality and Its Application in Higher Education Literature

Intersectionality is a proven theoretical framework, offering a lens to explore how multiple identities and interlocking systems of power influence equity for historically underserved groups. This paper, with its unique focus on Black/African American women as a unilateral demographic, applies the multi-level intersectionality model to elucidate how race and gender converge to impact the educational and leadership experiences of Black/African Diasporan women. By illustrating the model’s utility in research, policy, and practice, it not only sheds light on how systems of privilege shape opportunities and (in)equities for underrepresented groups, particularly within the context of higher education and leadership, but also provides actionable insights that empower policymakers and practitioners to make a difference. Framed within the context of higher education in the United States, this research underscores the need for more attention to race-gender diversity in higher education, as education and leadership are, in many ways, a manifestation of attainment and self-actualization. These insights can guide the development of effective policies and practices that promote equity and diversity in higher education, offering tangible solutions to the persistent challenges faced by Black/African American women in these spheres.

The cost of being qualified: Current barriers faced by graduate students in forensic anthropology.

When considering the best ethical practices in forensic anthropology, one must consider how accessible the field is to new students that are responsible for driving the future of research, pedagogy, and the field as a whole. While there is no denying that there are multiple barriers to accessing academia (e.g., racism, sexism, xenophobia, etc.) the cost of a graduate education is a key factor that affects the diversity of people that are able to enter the field. Here, the cost of 24 universities prominent in the education of forensic anthropologists are considered in tandem with the opportunities for funding offered by these institutions and average costs of living for the respective surrounding areas. Demographic data for the universities at the graduate and undergraduate level was additionally compared with the demographics of the cities surrounding the universities. Funding, excluding loans, was shown to be greatly below cost of living in university cities, and often did not match the costs of attendance estimated by institutions. Including the cost of living, the average graduate degree costs over $60,000 per year while the average stipend for graduate students is below $14,000 necessitating the need for loans or out-of-institute support. White individuals were overrepresented in graduate enrollment when compared with surrounding area demographics, even when university demographics were similar to those of the surrounding area. Overall, findings highlight the inaccessibility of pursuing higher education for minority groups and demonstrate the need for institutions to develop funding programs to promote diversity in higher education.

The Role of Contextual Variables and Structural Diversity on College Students' Engineering Self-Efficacy.

Structural diversity is defined as the numerical representation of diverse racial/ethnic student groups on campus as one way of exposing students to diversity in higher education. The current study implemented the concept of structural diversity on faculty in higher education, given the significant and unique roles in STEM education. We integrated the proportion of URM faculty within the College of Engineering as a moderating variable in the social cognitive career theory (SCCT) model. With a sample of 254 diverse engineering students from six universities, the results indicated that both perceived engineering barriers and perceived engineering supports significantly related to perceived self-efficacy even after controlling for the effects of the other. Perceived engineering supports mediated the effects of engineering barriers on self-efficacy. Moreover, a moderated mediation effect by the proportion of URM faculty was observed, showing that when the proportion of URM faculty reached a certain level, high levels of perceived engineering barriers had no effect on increasing perceived engineering supports. Implications for fostering career development in engineering with a systematic-tailored approach are discussed.

Japanese health and physical education teachers’ positioning in teaching Japanese language learners in high school physical education

ABSTRACT Background In recent years, the number of Japanese Language Learner (JLL) students, or children who speak a language other than Japanese and require Japanese language instruction, has been rapidly increasing in Japanese schools. Successful inclusion of students who use Japanese as a second language in the classroom creates opportunities for all students to engage with multiple languages and learn new cultures, backgrounds, history, and aspects of diversity that help them strengthen their overall cognitive abilities [Sato, T., and S. R. Hodge. 2009. “Asian International Doctoral Students’ Experiences at Two American University: Assimilation, Accommodation, and Resistance.” Journal of Diversity in Higher Education 2(3): 136-148]. In particular, physical education (PE) is considered an academic subject that can be a powerful tool to promote peace, tolerance, and understanding by bringing people together across boundaries, cultures, and religions by promoting the concepts of teamwork, fairness, discipline, and respect for the opponent in a game or activity [Beutler, I. 2008. “Sport Serving Development and Peace: Achieving the Goals of the United Nations Through Sport.” Sport in Society 11 (4): 359–369]. The purpose of this study is to describe and explain Japanese high school health and physical education (HPE) teachers’ positioning of themselves and others, as shown through a storyline, when they teach and assist Japanese Language Learner (JLL) students in academic and social contexts. Participants and setting Seven HPE teachers participated in this study by sharing their thoughts, opinions, and experiences related to teaching JLL students in PE. The teachers had between 3 and 23 years of experience teaching PE, and 2–9 years of experience teaching JLL students in high school PE. Research design This study utilized a descriptive-qualitative design using an in-depth, semi-structured interview approach [Seidman, I. 2019. Interviewing as Qualitative Research: A Guide for Researchers in Education and the Social Sciences. 5th ed. New York: Teacher College Press]. A constant comparative analysis method was used to analyze the data. In this study, the process of constantly comparing data from several sources led to tentative categories that were compared to each other and to other data in order to construct categories. In this study, meaningful narrative phrases were those related to PE pedagogical content and teacher development. Findings Explainable by concepts in positioning theory [Harré, R., and L. van Langenhove. 1999. “The Dynamics of Social Episodes.” In Positioning Theory: Moral Contexts of Intentional Action, edited by R. Harré, and L. van Langenhove, 1–13. Oxford: Blackwell], three major interrelated and complex themes emerged from the data analysis: (a) teachers’ positioning in securing a safe learning environment for JLL students in PE, (b) teachers’ dilemma in assessing JLL students’ learning outcomes based on performance assessments and written exams in PE, and (c) teachers’ positioning in their responsibilities as both teacher and host parent. To enhance the quality of PE classes, school districts need clear and focused goals related to assessment and evaluation, instructional planning, and responsibilities involved in teaching JLL students.

Using Topic Modeling to Research Student Diversity in Higher Education

Using Topic Modeling to Research Student Diversity in Higher Education

Complex thinking and robotics: a proposal for sexual and gender diversity and inclusion training

PurposeThe objective of this proposal was to propose an educational innovation resource for the delivery of workshops with lesbian, gay, bisexual, transgender, queer, intersex and asexual (LGBTQIA) themes aimed at students in high school and middle school to promote complex thinking as a necessary competency for understanding their continuously changing environment.Design/methodology/approachTraining for sexual and gender diversity challenges higher education institutions, some of which have bet on developing complex thinking to meet this need. Although not all universities have sufficient resources to create activities that foster relevant and diversity-sensitive competencies, some have implemented strategies ranging from modifying their curricula to designing specific classroom tasks that support student inclusion. In response to the challenges faced by higher education institutions (HEIs) to promote the acquisition of thinking skills for complexity, this paper proposes deploying a humanoid robot as an educational innovation tool in training initiatives that promote issues of sexual and gender diversity. The deployment model is described, considering design, delivery and evaluation. The value of this proposal lies in using humanoid robotics as a classroom resource within the framework of social robotics, considering its implications in the educational context to develop complex thinking competency and training for diversity in higher education students.FindingsThe data presented here highlight the importance of educational institutions integrating content into their plans, programs and activities (both curricular and extracurricular) that promote inclusion and sexual and gender diversity and attractive teaching strategies to reinforce this perspective. So, this proposal offers a support tool for implementing this content in everyday educational contexts where the objectives focus on triggering complex reasoning competencies.Research limitations/implicationsThe varied responses and perceptions of students towards robotics and sexual diversity, as well as the lack of clear methods to assess educational outcomes, may compromise the effectiveness of the intervention.Practical implicationsThe workshop proposed in this paper is configured as a series of iterations and repetitions in different educational fields, whether disciplinary (e.g. design or engineering) or transversal (e.g. entrepreneurship). The goal is to achieve educational strategies that generate a more significant impact at the institutional level. In this sense, the present proposal joins the actions implemented by other higher education institutions to make sexual and gender diversity visible to university students.Social implicationsThe overall aim is to bring awareness, understanding and education to students with an inclusive, respectful and equitable perspective.Originality/valueSocial robotics is an innovative and attractive tool for young people at the higher education level. We consider our study a pioneer in the area.

Leveraging students' voices: understanding ways university support services can strengthen student support

AbstractStudent diversity in higher education is increasing, and to reduce barriers to students’ full and equitable participation, universities often provide accessibility and wellbeing support services to accommodate their needs. However, a more student-centred approach is required to respond to the challenges for many students with accessibility requirements or disabilities who are insufficiently accommodated, impacting negatively on their achievement and wellbeing. This study explored students’ (n = 60) beliefs about the ways in which support may not have accommodated their needs effectively, and their suggestions for how this could be improved. Students were considerate of the high demand support services were under and offered a range of high leverage solutions for strengthening and enhancing what is already available. Overall, students recommended accessible, personalised and student-centred support, which facilitated their own sense of agency and empowerment. Where these attributes were lacking, support was deemed catering to them ineffectively or partially. In addition, the findings of this study raised questions as to whether the available support is sufficiently targeted to the diverse experiences of students with chronic health conditions. By leveraging students’ voices, the higher education sector can gain deeper insight into ways to support students to reach their full potential.

Underlife: Peer socialization agents’ resistance to higher education diversity narratives.

Underlife: Peer socialization agents’ resistance to higher education diversity narratives.

Interest convergence and the maintenance of racial advantage: The case of diversity in higher education

AbstractOne of the major tenets of Critical Race Theory, the interest convergence hypothesis postulates that policies promising improvements for Black Americans are enacted only to the extent they advance White Americans’ interests. We elaborate and update Bell's argument by demonstrating that current diversity commitments in higher education are another example of interest convergence. First, we present empirical and theoretical evidence that ubiquitous approaches to diversity serve the psychological interests of White Americans more than those of Black Americans. Second, we advance a systemic framework for how social psychological processes intersect with normative ideologies in the law and in universities’ operations to facilitate the prioritization of White over Black interests. In so doing, our goal is to illuminate the primacy of White identity and power as fundamental to shaping American society's collective embrace of diversity.

End of Affirmative Action-Who Is Impacted Most? Analysis of Race and Sex Among US Internal Medicine Faculty.

For over 50 years, the United States (US) used affirmative action as one strategy to increase diversity in higher education including medical programs, citing benefits including training future public and private sector leaders. However, the recent US Supreme Court ending affirmative action in college admissions threatens advancements in the diversity of medical college faculty. Our study evaluated the demographic trends in Internal Medicine (IM) faculty in the US by assessing sex and race/ethnicity diversity to investigate who is likely to be impacted most with the end of affirmative action. Longitudinal retrospective analysis SUBJECTS: IM faculty from the Association of American Medical Colleges faculty roster from 1966 to 2021 who self-reported sex and ethnicity MAIN OUTCOMES: The primary study measurement was the annual proportion of women and racial/ethnic groups among IM faculty based on academic rank and department chairs. Although racial/ethnic diversity increased throughout the era of affirmative action, African American, Hispanic, and American Indian populations remain underrepresented. White physicians occupied > 50% of faculty positions across academic ranks and department chairs. Among the non-White professors, Asian faculty had the most significant increase in proportion from 1966 to 2021 (0.6 to 16.6%). The percentage of women increased in the ranks of professor, associate professor, assistant professor, and instructor by 19.5%, 27.8%, 25.6%, and 26.9%, respectively. However, the proportion of women and racial/ethnic minority faculty decreased as academic rank increased. Despite an increase in the representation of women and racial/ethnic minority IM faculty, there continues to be a predominance of White and men physicians in higher academic ranks. With the end of affirmative action, this trend has the danger of being perpetuated, resulting in decreasing diversity among IM faculty, potentially impacting patient access and health outcomes.

Diversity in the United Kingdom: Quantification for higher education in comparison to the general population

AbstractDiversity in the United Kingdom is regularly quantified through Census data. The latest figures (2021) for England and Wales indicate that 82% of the population identifies as white, 51% are females, 17.7%–22.3% are disabled, 18.2% hold no qualifications and 51.7% of households are deprived in at least one dimension. Furthermore, the median age in England and Wales is 40. All of these figures vary significantly across local geographical areas. Diversity in Higher Education (HE) is also monitored yearly by the Office for Students. The latest figures (2020/2021) indicate that 68.4% of entrants are under 21 years old, 56.5% are females, 14.8% report a disability and 21.8% are categorized as severely deprived. Some differences were observed between these figures and those from previous years. The current study aims to highlight how diversity in HE has evolved since 2010 and how the current landscape can illustrate significant differences between courses. Furthermore, comparisons with the general population are also measured in an attempt to describe potential bias in HE, together with new avenues that should be explored to level the HE field in regard to diversity. Our results indicate that access to HE needs to be improved for males, while strong discrepancies were observed between disciplines. Ethnic diversity remains high throughout the HE sector, although subject‐specific biases were noted. An increase in students from the most deprived areas has been found, although it was not the case for all subjects within the sector. Finally, reported disabilities are on the rise, especially regarding mental health, warranting additional support for affected students. These findings are discussed and put into context. To conclude, HE providers might need to collegially address subject‐specific discrepancies.

Inequality of opportunity in selection procedures limits diversity in higher education: An intersectional study of Dutch selective higher education programs.

Selection for higher education (HE) programs may hinder equal opportunities for applicants and thereby reduce student diversity and representativeness. However, variables which could play a role in inequality of opportunity are often studied separately from each other. Therefore, this retrospective cohort study conducts an innovative intersectional analysis of the inequality of opportunity in admissions to selective HE programs. Using a combination of multivariable logistic regression analyses and descriptive statistics, we aimed to investigate 1) the representativeness of student populations of selective HE programs, as compared to both the applicant pool and the demographics of the age cohort; 2) the demographic background variables which are associated with an applicant's odds of admission; and 3) the intersectional acceptance rates of applicants with all, some or none of the background characteristics positively associated with odds of admission. The study focused on all selective HE programs (n = 96) in The Netherlands in 2019 and 2020, using Studielink applicant data (N = 85,839) and Statistics Netherlands microdata of ten background characteristics. The results show that student diversity in selective HE programs is limited, partly due to the widespread inequality of opportunity in the selection procedures, and partly due to self-selection. Out of all ten variables, migration background was most often (negatively) associated with the odds of receiving an offer of admission. The intersectional analyses provide detailed insight into how (dis)advantage has different effects for different groups. We therefore recommend the implementation of equitable admissions procedures which take intersectionality into account.