Inclusive Campus Research Articles

Anxiety in Higher Education: A Comprehensive Review

Anxiety, characterized by feelings of unease, worry, and fear, is a prevalent mental health condition among college students. Higher education institutions are facing a growing mental health crisis among their students. Recent studies have shown that mental health issues are increasingly prevalent in this population, with rates of anxiety, depression, and suicidal ideation on the rise. This review paper aims to explore the multifaceted nature of anxiety among college students. To address the mental health crisis in higher education, institutions must take a comprehensive approach that includes prevention, early intervention, and treatment. This may involve providing mental health training for faculty and staff, increasing access to mental health services and promoting mental health awareness and stigma reduction on campus. Additionally, it is important to create a supportive campus environment that fosters student well-being and resilience. Addressing anxiety in higher education is a complex but necessary endeavor. Understanding anxiety factors and interventions' effectiveness can help institutions develop targeted strategies for student mental health support. By prioritizing mental health, institutions can create a more supportive and inclusive campus environment, empowering students to thrive academically and personally.

Cultivating Global Competence: A Case Study on Addressing Internationalization Challenges in Private Universities in China

Internationalization in higher education has become a critical trend as globalization and interconnectedness grow, aiming to integrate global dimensions into educational practices to prepare students for a globalized world better. This study examines the internationalization efforts of Guangzhou Huali College, a private university in China, to cultivate global competence among students. Despite facing financial constraints and cultural resistance, the college has made strategic progress by establishing international partnerships, integrating global perspectives into its curriculum, and promoting study-abroad programs. The research, conducted through document analysis, reveals that while significant achievements have been made, faculty training and resource allocation challenges remain. The findings underscore the importance of strategic planning and support systems for internationalization, offering practical guidance for other private universities seeking to enhance their global engagement. The study concludes that fostering an inclusive campus and overcoming institutional resistance is essential for successful internationalization initiatives.

The discrepancies between inclusive campus climate initiatives and realities: the perspectives of Hong Kong students in a Mainland university of the Greater Bay Area

ABSTRACT Within the context of the multipolar higher education landscape, China in the past decade has emerged as an important destination for Hong Kong students, especially in the Guangdong-Hong Kong-Macao Greater Bay Area (GBA). However, little is known about their experiences in Mainland universities. The extant literature on international students moving from the rest to the West, considers individuals’ language barriers and cultural differences as main inhibitors for their academic and social engagement in the destination institution. Little research examined the role of the institutional context, especially for international students who do not head to the West to study. Building on the theory of campus climate for diversity, this study interviewed ten Hong Kong students in the early years of their undergraduate programmes in one Mainland China university, located in the GBA, and interrogated the impacts of inclusive campus climate initiatives, perceived and experienced by these cross-border Hong Kong students. Two salient initiatives, namely mixed residential living arrangements with their Mainland peers and a Hong Kong/Macao student organisation, were identified by participants who indicated that when the initiatives aimed to better integrate Hong Kong students into the host institution/society, they separated them from the domestic counterparts while strengthening their in-group trust and safety nets for navigating the university. This study’s findings have implications for the development and evaluation of institutional strategies for the purpose of embracing Hong Kong and other international/non-local students upon their arrival and supporting their well-being and academic progression in Mainland universities.

Rainbow students’ experiences in New Zealand’s vocational education system: do they feel safe, included and supported?

ABSTRACT Existing international and national research on rainbow students’ experiences in tertiary education focuses primarily on universities; such research within polytechnics is rarer. This study explores how safe, welcoming, and inclusive 14 polytechnic campuses are for rainbow students in New Zealand. The article reports rainbow student perspectives on the topic, drawn from responses to open-field online survey questions. Two hundred and fifty-six rainbow students completed the survey, and a subset of these participants responded to the open-field questions (there were varying numbers of responses per question). An inductive thematic analysis of the data was then undertaken. Roughly equal numbers of participants reported negative campus experiences (e.g. bullying, discrimination, cis-heteronormative ‘humour’, snide remarks, misgendering and deadnaming) as reported feeling included, welcomed and like a ‘normal’ student. Strategies suggested for creating more inclusive campuses included installing more gender-neutral toilets, and integrating sexual and gender diversity within institutional policies, processes, and teaching practices. There is variation in rainbow student reporting regarding the safety and inclusivity of New Zealand polytechnic campuses. Although participants’ suggestions for improvement are instructive, they may be difficult to implement in New Zealand’s current climate of political conservatism.

Factors affecting the wellbeing of mid-achieving university students: a case study from China.

The study aims to investigate the wellbeing of mid-achieving university students on campus and the factors affecting it. Given that this group represents a large yet often overlooked portion of higher education, the study endeavors to analyze the specific factors affecting their wellbeing to provide insights to foster a more comprehensive and inclusive educational environment. The study adopted a qualitative research method. A total of 30 mid-achieving university students from different departments at Guizhou Medical University in China were interviewed in-depth. The interviews were conducted via the online WeChat platform from 1st March 2024 to 13th September 2024. The semi-structured interviews focused on "moments in campus life that make mid-achieving university students feel happy or joyful." All interviews were audio-recorded and transcribed into text, which was thoroughly coded and analyzed by the researcher using NVIVO 12 software to comprehensively assess the multiple factors that affect the wellbeing of students. The wellbeing of mid-achieving university students is affected by a combination of factors, including freedom and autonomy, social interactions, collective activities, campus environment and facilities, and academic achievement. Enhancing the autonomy of mid-achieving university students can significantly improve their self-efficacy and overall wellbeing. While social interactions and collective activities provide emotional support, they also present interpersonal challenges. Sufficient recreational spaces and a diverse range of food options on campus can help alleviate students' stress and increase their satisfaction with campus services. Conversely, policies banning motorized bicycles may negatively affect students' sense of wellbeing. Theoretically, the study contributes to the literature on student wellbeing in higher education psychology, particularly by offering a deeper understanding of the large but often neglected group of mid-achieving students. Practically, the findings emphasize the importance of creating more supportive and responsive educational environments tailored to the needs of these students, thereby facilitating inclusive campus environments and fully harnessing the learning potential of mid-achieving students. The study also proposes specific improvement strategies, such as optimizing campus facilities, enhancing student autonomy, and bolstering social and academic support systems. These measures are expected to directly improve the daily experiences of mid-achieving students and enhance their overall wellbeing.

Fostering educational equity through leadership and policy innovations for sustainable development in higher education

This paper explores leadership strategies and policy innovations aimed at fostering educational equity in higher education, particularly for underserved and marginalized communities. It emphasizes the crucial role of institutional leadership in aligning strategic goals with the Sustainable Development Goals (SDGs), particularly SDG 4 (Quality Education), to ensure inclusivity, access, retention, and long-term success for disadvantaged students. The analysis includes a discussion of key leadership approaches, such as inclusive leadership and mentorship programs, and policy innovations that address financial, academic, and social barriers to equity. The integration of specific SDGs into educational policies is also examined, highlighting the importance of comprehensive support services, diverse curricula, and community partnerships. Recommendations for higher education leaders and policymakers focus on expanding financial aid, promoting inclusive campus environments, and strengthening collaborative efforts with government and community stakeholders. Ultimately, this paper advocates for a proactive and strategic approach to embedding equity within the core functions of higher education institutions, ensuring that they contribute to sustainable development and social justice.

The associations among racial and ethnic identity and perceptions of professors, support, and mental wellbeing in schools of social work

ABSTRACT In the summer of 2020, the United States witnessed unprecedented unrest following the police killing of George Floyd. The reckoning with racial injustice stimulated discussions throughout colleges and universities in the country – particularly within schools of social work – about systemic racism, power, privilege, bias, and inequity. Current political and racial climate have caused tremendous emotional stress for many BIPOC (Black Indigenous people of color) students. In response to national political concerns, scholarships addressing racial justice and higher education emerged, pivoting their efforts toward developing new initiatives to promote diverse and inclusive campus environments. This pilot study recruited a convenience sample (N = 33) from social work programs from 20 different universities throughout the country to complete quantitative surveys. Participants were primarily women (82.9%), and white (65.9%), with some students identifying as non-binary gender, and some with learning or physical disabilities. The study explored student characteristics on their perceptions of their sense of feeling supported, connected to the university, experience of diversity initiatives, and overall mental health. Regression models indicate that BIPOC students were more likely to disagree that their social work programs focused on diversity. Similarly, women students reported a lack of new commitment to diversity among their campuses. Although the CSWE has committed to diversity and inclusion in social work programs and the profession for 40 years, this pilot study suggests that social work students still do not consistently perceive a focus on diversity and race discussions as adequate. This study can help social work schools and administrators research their curriculum, faculty, and students while adopting the new EPAS competencies.

Gender Differences in Coping with Discrimination, Psychological Distress, and College Stress Among International Chinese Students in the United States

Chinese students represent the largest group of international students in the United States and have been reported to experience various challenges and stressors including transitional stress, academic stress, language barriers, financial difficulties, perceived discrimination, loss of social support, and homesickness. This study drew from intersectionality theory to examine how Chinese international students coped by gender (through problem-solving, avoidance, and social support) with perceived discrimination, psychological distress, and college student stress (e.g. academic and social stress). Study participants were self-identified Chinese individuals over the age of 18 who studied in the United States as international students (N = 98). Participants completed measures of perceived discrimination, psychological distress, college student stress, coping, and demographic characteristics. Results showed that women reported higher rates of psychological distress and college student stress than men. Problem-solving coping and seeking social support were significantly and positively related to psychological distress for both men and women. Results also showed that women who perceived high discrimination used problem-solving coping to a greater extent than men. Surprisingly, coping approaches were unrelated to college student stress. The findings indicate that examining intersecting identities by gender, in line with intersectionality theory, produced a more nuanced understanding of the experiences and needs of Chinese international students and highlights the importance for colleges and universities of creating inclusive campus climates. Implications and recommendations are discussed.

Analyzing In-Depth Study of Southeast Asian Graduate Students: A Qualitative Approach

Studying abroad can be a transformative experience, but it often presents significant challenges. Southeast Asian international graduate students, in particular, face considerable academic and cultural hurdles when transitioning to U.S. higher education. These stressors, including language barriers, financial difficulties, and academic adjustments, can negatively impact their mental health and academic performance. This study aims to illuminate these challenges and identify effective support strategies. It is essential to recognize the diverse experiences of Southeast Asian American (SEAA) students, who are included in this study. The SEAA community is rich in culture and heritage, contributing significantly to the U.S. landscape. This research seeks to understand the unique challenges faced by SEAAs and to foster a more inclusive academic environment. This study has identified key academic and cultural stressors by examining the experiences of Southeast Asian international graduate students. These findings highlight the urgent need for targeted support services to enhance student well-being and academic success. It is crucial to shift from a deficit-oriented perspective to one that centers on the voices and experiences of SEAA students. By listening to their stories, higher education institutions can develop effective strategies to support their academic journeys and create a more inclusive campus community.

Mental health help-seeking among Latina/o/x undocumented college students.

Informed by a social-ecological framework, this study nested undocumented students' individual mental health needs within micro-level campus factors and the macro-level immigration policy context to examine how these are associated with undocumented Latina/o/x college students' use of on-campus mental health services. A large-scale survey was administered to 1,277 undocumented college students attending 4-year public universities in California. Only Latina/o/x respondents were included in this study (N = 1,181). Fifty percent of students attended a UC system (n = 589). On average, students were 21.84 years old (SE = .15), and most were women (75.3%, n = 890). Greater level of mental health symptoms and perceived mental health need, and greater use of campus-wide resources and undocumented student services predicted greater likelihood of using on-campus mental health services. Greater perceptions of social exclusion due to the immigration policy context predicted lower use of mental health services. Results indicate that a greater use of resources and an inclusive campus environment, as well as efforts to minimize policy-related feelings of social exclusion, may facilitate undocumented students' professional mental health help-seeking. These findings emphasize the need to take multiple and multi-level ecological factors into account when considering mental health service use, particularly in the case of undocumented immigrants and likely other structurally marginalized groups. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Optimalisasi Kuliah Perdana Dalam Upaya Pencegahan Perundungan Di Pendidikan Tinggi

Bullying in the Higher Education environment, also known as campus, has become an increasingly pressing issue in recent years. This phenomenon not only includes verbal and physical bullying but also reaches the digital dimension through cyberbullying. Students who are victims of bullying face a range of serious harms, including negative impacts on their emotional and mental well-being. These impacts can include increased levels of stress, anxiety and depression, which in turn can impair their academic performance and threaten long-term psychological health. In addition, bullying can also lead to significant social isolation and even jeopardise the physical safety of the victim in certain cases. The importance of creating a safe, supportive, and inclusive campus environment is crucial in effectively and preventively addressing this bullying issue. This socialisation was held in the inaugural lecture at Stifera Semarang online. Overall, the inaugural lecture on anti-bullying prevention is an important first step in shaping mindsets and practices that support a campus culture free from bullying. The inaugural lecture can be a platform to build a safe campus culture, where every member of the community is prepared to recognise, report, and prevent bullying.

Inclusive Islamic Education: The Role of Religious Moderation in Transformation of Islamic Education Institutions in Riau

The transformation of Islamic Higher Education Institutions (hereafter, PTKIS) towards quality education with a religious moderation approach in the Indragiri Hulu District, Riau Province, is crucial for meeting contemporary challenges and fostering socio-economic development. This article explores the integration of religious moderation within the PTKIS environment in the Indragiri Hulu District and the developmental direction of private PTKIS in the region adopting a religious moderation approach. Research outcomes emphasize key transformational aspects, including curriculum adjustments to incorporate religious moderation content into every lecture. This aligns with moderate Islamic values and reflects the latest developments in science and technology, aiming to enhance accessibility and educational quality, creating an innovative learning environment. PTKIS in the Indragiri Hulu District is dedicated to creating an inclusive campus that respects diversity, promotes critical thinking, and instills tolerance. Emphasizing the improvement of teaching and research quality involves applying religious moderation values in all academic activities. Modernizing campus facilities, including digital libraries and state-of-the-art laboratories, is prioritized to meet contemporary educational standards. A hidden curriculum is implemented for broad student participation. Additionally, PTKIS collaborates with local governments, communities, and the industrial sector to establish close links between education and employment, preparing graduates with practical skills for a competitive job market. The transformation of PTKIS in the Indragiri Hulu District establishes a holistic, modern educational foundation aligned with religious moderation values, contributing positively to character formation, intellectual development, and active engagement in a diverse society.

Inclusive Campus Design in Islamic Institution

Designing an inclusive campus is an evolving process. Each educational institution has varying levels of awareness of the importance of inclusive campus design. As the highest public educational institution that follow Islamic values, Islamic University has a strategic function to serve as a benchmark for providing more inclusive facilities. This study will explore the process and challenges to implement inclusive design in its buildings in Universitas Islam Indonesia (UII) Yogyakarta. To understand how inclusive design has been implemented in the UII Main Campus facilities, qualitative methodologies were employed, including field observations, access audits, and interviews with key stakeholders. The results indicate that awareness of the implementation of inclusive design at the UII Main Campus develops gradually alongside the availability of universal technical accessibility and design standards and the growth of an understanding of their significance. The finding shows that the younger the generation of buildings, the more inclusive the designs.

A campus far removed: affect, genders, and space at Argentina’s largest public university

ABSTRACT This article focuses on the ways of inhabiting the university from the affective experience of those who spend time there daily, using the University of Buenos Aires campus as a case study. The article focuses specifically on what places make students or professors feel unsafe and what relationship that perception has with their gender identity. A second aim was to analyse what spaces the university community would like to modify to produce a more inclusive campus. Specifically, this article explores the affective experiences of using non-binary, gender-neutral bathrooms, what emotions people experience when walking around the campus at night, what places need improvements according to students and professors, and how gender influences what places are experienced as a source of pleasure or fear. Findings showed that different spaces generate a wide arc of emotions that range from comfort and pleasure to discomfort and fear, and that gender influences these emotions. The data obtained indicate that spaces such as bathrooms, outdoor spaces, and rest areas are experienced in terms of gender identity, topophilias – place attachment, and topophobias – place rejection, and they organise the everyday life of the university community.

Campus Culture Construction of Colleges and Universities Based on Virtual Reality Technology

This paper presents a novel approach to campus culture construction in colleges and universities utilizing virtual reality (VR) technology enhanced by Cartesian point Probabilistic LSTM (CPP-LSTM). The study aims to enhance campus culture by creating immersive virtual environments that promote engagement, collaboration, and learning among students and faculty members. Through simulated experiments and empirical validations, the efficacy of the CPP-LSTM-enhanced VR technology is evaluated in creating realistic and interactive virtual campus environments. Results demonstrate significant improvements in user engagement and satisfaction compared to traditional methods. For instance, users interacting with the CPP-LSTM-enhanced VR platform reported a 30% increase in perceived sense of belonging and a 25% improvement in overall satisfaction ratings. Additionally, the CPP-LSTM model enables the generation of personalized virtual experiences based on user preferences and feedback, leading to more immersive and impactful campus culture construction. These findings underscore the potential of VR technology with CPP-LSTM in revolutionizing campus culture construction and fostering a vibrant and inclusive campus community.

Examining College Student Attitudes Toward Individuals with Disabilities: Implications for College Adaptive Sports Development

Attitudes toward students with disabilities play a crucial role in creating an inclusive and supportive campus environment. This study investigated college students’ attitudes toward peers with disabilities and explored the factors that influence these attitudes. Data from 457 students were analyzed using structural equation modeling. Results indicated that students’ attitudes toward peers with disabilities were moderately positive overall, with room for improvement. Specifically, the findings highlighted several key factors that positively influenced attitudes including presence of a family member or friend with a disability and students’ involvement in disability-related programming. However, the study also identified areas that require attention including limited exposure to disability-related coursework among students, and low involvement in disability-related programming on campus. Implications highlight the significance of creating a supportive and inclusive campus climate for students with disabilities. Recommendations include various academic focused strategies, but focus on one social opportunity, namely intercollegiate adaptive sports.

Developing an inclusive campus for autistic students.

Developing an inclusive campus for autistic students.

Drinking, Diversity, and Discrimination: Campus-Level Factors that Influence Students' Risk of Experiencing Sexual Assault.

College students' individual-level risk factors for sexual assault victimization have been studied for decades, but fewer studies have looked at whether and how campus-level factors, such as campus-level rates of discrimination and campus diversity, might also influence student victimization risk. Identifying these broader factors can inform efforts to develop more effective campus-level sexual assault preventive interventions. We conducted a secondary analysis of data from a large, multi-campus health and well-being survey (N = 309,171 students across 474 US campuses) to explore how campus-level factors shape students' risk of experiencing sexual assault after accounting for students' individual-level risk factors. Using mixed-effects logistic regression, we examined the influence of campus-level factors (e.g., campus sexual orientation demographics and gender diversity) on students' odds of experiencing sexual assault, after accounting for individual risk factors (e.g., sexual and gender minority status). Although some campus characteristics, such as enrollment size, had small significant effects on students' odds of experiencing sexual assault, we found larger significant effects from aggregated campus-level rates of binge drinking, campus diversity (particularly regarding sexual orientation and gender), and discrimination. These findings suggest that comprehensive campus sexual violence prevention would benefit from strategies that promote safe and inclusive campuses, especially for students with marginalized sexual and gender identities.

Queerating (Creating) Harmony: Intentional and Inclusive Campus Queer Academic and Social Spaces

The creation of affirming spaces is imperative because queer students must find affinity to unpack and deconstruct the various intersections of sexuality, gender, race, and other intersectional identities that are a part of their transformational lives. This article discusses the use of the word queerating, which is an action that focuses on agency (self-identity), advocacy (self-empowerment), action (self-engagement), and actualization (self-efficacy). As ethno-autobiographers, the authors share their administrative and teaching journeys through personal vignettes, research on the history of queer spaces, and the psycho-social development of queer college students. The articles also discuss the practices, procedures, protocols, and policies necessary to queerate college spaces.

Opportunities for tackling sexual harassment in Zimbabwe: Lessons from the Global North

This article employs content analysis to explore lessons that can be drawn from the Global North to confront sexual harassment in higher education (HE) in Africa and Zimbabwe in particular. The slow progress in both the formulation and implementation of policies directed at mitigating sexual harassment in Zimbabwe’s tertiary institutions is a slow and worrisome journey despite a well-crafted roadmap. This article, using appreciative inquiry (AI) as a lens, presents what developed countries have put in place to deal with sexual harassment. Proposals show that policies and guidelines on sexual harassment remain paper exercise in the developing countries, and are not backed by fair reporting mechanisms and education on how to deal with sexual abuse. The study suggests that policies must not remain paper exercise and therefore have to be implemented. Universities in the Global South may partner with those from the Global North and share notes and best practices on how sexual harassment can be mitigated.Contribution: The article provides insights on how universities can improve sexual harassment policy frameworks and practices to create safe and inclusive campus environments for females so as to protect students’ well-being for sustainable development.