Diversity, Equity, and Inclusion in the Classroom: Student Experiences at a Small, Liberal Arts University in the South
Abstract
Research consistently shows that diversity, equity, and inclusion significantly impact student’s experiences in the classroom and their learning outcomes. Our qualitative study aimed to obtain insight from students on their experiences regarding diversity, equity, and inclusion at the university. This study also hoped to provide important information and feedback that can be used to inform the university’s faculty workshops. We targeted students who belonged to minority groups in our sample and conducted semi-structured interviews with 30 participants. Due to the COVID-19 pandemic, interviews were conducted via Zoom. We found several common experiences among participants including a lack of inclusive course material, lack of demographic similarities between students and professors, tokenism, the racial binary, being misgendered and/or deadnamed, and an impact from the COVID-19 pandemic. Nearly every participant emphasized the importance of making diversity trainings mandatory for all faculty. Perceptions of whether the university was accommodating towards disabilities was inconclusive, but many students pointed out flaws in the accessibility of campus buildings. In addition, many students provided suggestions and advice for how the university’s faculty can improve the classroom space in terms of diversity, equity, and inclusion. Our study was limited by our small sample size and lack of participants with physical disabilities. Future research should focus on broader understandings of disabilities on the college campus as well as examining a larger sample of participants and a wider range of universities.
Diversity, Equity, and Inclusion in the Classroom: Student Experiences at a Small, Liberal Arts University in the South
Research consistently shows that diversity, equity, and inclusion significantly impact student’s experiences in the classroom and their learning outcomes. Our qualitative study aimed to obtain insight from students on their experiences regarding diversity, equity, and inclusion at the university. This study also hoped to provide important information and feedback that can be used to inform the university’s faculty workshops. We targeted students who belonged to minority groups in our sample and conducted semi-structured interviews with 30 participants. Due to the COVID-19 pandemic, interviews were conducted via Zoom. We found several common experiences among participants including a lack of inclusive course material, lack of demographic similarities between students and professors, tokenism, the racial binary, being misgendered and/or deadnamed, and an impact from the COVID-19 pandemic. Nearly every participant emphasized the importance of making diversity trainings mandatory for all faculty. Perceptions of whether the university was accommodating towards disabilities was inconclusive, but many students pointed out flaws in the accessibility of campus buildings. In addition, many students provided suggestions and advice for how the university’s faculty can improve the classroom space in terms of diversity, equity, and inclusion. Our study was limited by our small sample size and lack of participants with physical disabilities. Future research should focus on broader understandings of disabilities on the college campus as well as examining a larger sample of participants and a wider range of universities.
