Diversity, Equity, and Inclusion at Faith-Based Institutions: A Quantitative Study at Two Seventh-day Adventist Institutions of Higher Learning in North America
Date of Award
Doctor of Philosophy
College of Education and International Services
Higher Education Administration PhD
The need to address Diversity, Equity, and Inclusion at university campuses is critical. The campus climate impacts college students' overall collegial relationships and academic abilities. Since 1976, there has been an increase of 19.1% marginalized students enrolled in college. For these students, a sense of belonging is believed to aid in improved collegial relationships and better academic performance. According to the research, students who have positive perceptions of the campus climate tend to be more satisfied with their overall college experience and become more academically successful. Private, faith-based institutions must consider conducting campus climate surveys to assess potential diversity, equity, and inclusion needs for their community of higher education institutions.
This was a quantitative non-experimental study that used descriptive statistics and regression analysis to answer the research questions. The methodology had canonical correlation as it measured more than one phenomenon, DEI and student’s relationships and academic abilities. Lastly, this study was cross-sectional, as data were collected from several individuals at a single point in time. An electronic survey using Class Climate was sent to approximately 5,078 undergraduate and graduate students with 288 respondents as the sample size. Respondents matriculated at two different faith-based universities.
Results from the study indicated that Diversity and Equity were higher than that of Inclusion. This indicated the two universities appeared to be very diverse and equitable to students, but students felt the universities were not inclusive. Descriptive statistics was run on the demographic data. Additionally, supplementary linear regression analysis was conducted to identify whether any of the demographic variables mattered for the prediction of Diversity, Equity, and Inclusion. In the supplementary analysis, Equity indicated a statistical significance. Diversity and Inclusion were not statistically significant. While most students perceived a sense of Diversity, Equity, and Inclusion being present at their institutions, there were several students in high percentages who did not feel Diversity, Equity, and Inclusion were as prevalent as they should be in conjunction with Academic Abilities and Collegial Relationships. The perception of the majority was so slight in several of the categories presented on the survey that it begs an examination of the minority responses.
This was a comparative study of Mason's (2011) study. The studies collected data 11 years apart. Mason's (2011) study included one public Midwestern university, while this study included two faith-based universities: one in the Midwest and one in the Southeast. Both studies revealed Equity has an opposite impact on Collegial Relationships than Diversity and Inclusion. Results from the study indicated that Diversity and Equity were higher than that of Inclusion. This indicates the two universities appeared to be very diverse and equitable to students, but students feel the universities are not inclusive.
Multicultural education; Inclusive education; Educational equalization; Seventh-day Adventist universities and colleges
Doggette, Erin, "Diversity, Equity, and Inclusion at Faith-Based Institutions: A Quantitative Study at Two Seventh-day Adventist Institutions of Higher Learning in North America" (2022). Dissertations. 1770.
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