Mon, Apr 28, 2025
[Archive]
Volume 6, Issue 1 (MARCH ISSUE 2025)
johepal 2025, 6(1): 71-88 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Tore E. (2025). Diversity, Equity, Inclusion and Belonging in Higher Education: The Case of Indiana University. johepal. 6(1), 71-88. doi:10.61186/johepal.6.1.71
URL: http://johepal.com/article-1-1111-en.html
URL: http://johepal.com/article-1-1111-en.html
Abstract: (260 Views)
This study aims to analyze the theme of the Indiana University Office of the Vice President for Diversity, Equity, and Inclusion's (OVPDEI) Annual Reports (2021-2022, 2022-2023). This research employs a qualitative research methodology with thematic and social network analysis as its methodological frameworks. The 2021-2022 OVPDEI Annual Report identified four main themes—Diversity, Equity, Inclusion, and Belonging (DEIB)—encompassing 16 sub-themes. The 2022-2023 OVPDEI Annual Report retained the same four primary themes —encompassing 16 sub-themes. However, it evolved its approach, reflecting a shift toward systemic and data-driven strategies. Both reports share recurring themes such as community engagement, cultural competency, and support mechanisms, which remain critical to fostering inclusion and belonging. However, the 2022-2023 report introduced unique elements such as policy development, feedback, and adaptation. The evolution from broad foundational efforts in 2021-2022 to actionable, systemic strategies in 2022-2023 mirrors best practices in higher education that prioritize representation and structural change. This study highlights Indiana University's progression in addressing DEIB through increasingly targeted and systemic initiatives. The shift from foundational approaches in 2021-2022 to more robust, data-driven strategies in 2022-2023 demonstrates the institution's responsiveness to evolving challenges and priorities.
Type of Study: Research |
Subject:
Special
Received: 2024/12/22 | Accepted: 2025/03/7 | Published: 2025/03/31
Received: 2024/12/22 | Accepted: 2025/03/7 | Published: 2025/03/31
References
1. Ahmed, S. (2007). The language of diversity. Ethnic and Racial Studies, 30(2), 235-256. [DOI]
2. Ahmed, S., & Swan, E. (2006). Doing diversity. Policy Futures in Education, 4(2), 96-100. [DOI]
3. Altheide, D. L. (1996). Qualitative media analysis. SAGE Publications, Inc.
4. Barnard, C., & Hepple, B. (2000). Substantive equality. The Cambridge Law Journal, 59(3), 562-585. [DOI]
5. Barnett, R. (2020). Leading with meaning: Why diversity, equity, and inclusion matters in U.S. higher education. Perspectives in Education, 38(2), 20-35. [DOI]
6. Chao, D., Badwan, M., & Briceño, E. M. (2022). Addressing diversity, equity, inclusion, and belonging (DEIB) in mentorship relationships. Journal of Clinical and Experimental Neuropsychology, 44(5-6), 420-440. [DOI]
7. Claeys-Kulik, A. L., & Jørgensen, T. E. (2018). Introduction. In A.-L. Claeys-Kulik & T. E. Jørgensen (Eds.), Universities’ strategies and approaches towards diversity, equity, and inclusion: Examples from across Europe (pp. 2-6). Brussels: European University Association. [Article]
8. Claeys-Kulik, A. L., Jørgensen, T. E., & Stöber, H. (2019). Diversity, equity and inclusion in European higher education institutions: Results from the INVITED Project. European University Association. [Article]
9. Crenshaw, K. (1989). Demarginalizing the intersection of race and sex: A black feminist critique of antidiscrimination doctrine, feminist theory, and antiracist politics. The University of Chicago Legal Forum, 1989(1), 139-167. [Article]
10. Freeman, T. M., Anderman, L. H., & Jensen, J. M. (2007). Sense of belonging in college freshmen at the classroom and campus levels. The Journal of Experimental Education, 75(3), 203-220. [DOI]
11. Guest, G., MacQueen, K. M., & Namey, E. E. (2012). Introduction to applied thematic analysis. In Applied thematic analysis (pp. 3-20). SAGE Publications, Inc. [DOI]
12. Harper, S. R. (2012). Race without racism: How higher education researchers minimize racist institutional norms. The Review of Higher Education, 36(1), 9-29. [DOI]
13. Harper, S. R., & Hurtado, S. (2007). Nine themes in campus racial climates and implications for institutional transformation. New Directions for Student Services, 2007(120), 7-24. [DOI]
14. Hendrickson, R. M., Lane, J. E., Harris, J. T., & Dorman, R. H. (2013). Academic leadership and governance of higher education: A guide for trustees, leaders, and aspiring leaders of two- and four-year institutions. Stylus Publishing, LLC.
15. Juday, D. (2017, May 03). Inclusion isn’t “being asked to dance.” [Post]. LinkedIn. [Article]
16. Kıral, B. (2020). Document analysis as a qualitative data analysis method. Journal of Institute of Social Sciences, 8(15), 170-189. [In Turkish]. [Article]
17. Mackieson, P., Shlonsky, A., & Connolly, M. (2019). Increasing rigor and reducing bias in qualitative research: A document analysis of parliamentary debates using applied thematic analysis. Qualitative Social Work, 18(6), 965-980. [DOI]
18. Merriam, S. B. (2013). Nitel araştırma: Desen ve uygulama için bir rehber (Qualitative research: A guide for design and practice) (Translation from 3rd Edition, Translation Editor: S. Turan). Nobel Publication.
19. Mitchell, T. D., Donahue, D. M., & Young-Law, C. (2012). Service learning as a pedagogy of whiteness. Equity & Excellence in Education, 45(4), 612-629. [DOI]
20. Nichols, S., & Stahl, G. (2019). Intersectionality in higher education research: A systematic literature review. Higher Education Research & Development, 38(6), 1255-1268. [DOI]
21. Noone, J., & Murray, T. A. (2024). Addressing diversity, equity, and ınclusivity contributions in academic review. Nurse Educator, 49(1), 25-30. [DOI]
22. OVPDEI Annual Reports 2021-2022. (2022). Indiana University. [Article]
23. OVPDEI Annual Reports 2022-2023. (2023). Indiana University. [Article]
24. Passel, J. S., & Cohn, D. V. (2008, February 11). U.S. Population Projections: 2005-2050. Pew Research Center. [Article]
25. Patton, L. D., McEwen, M., Rendón, L., & Howard-Hamilton, M. F. (2007). Critical race perspectives on theory in student affairs. New Directions for Student Services, 2007(120), 39-53. [DOI]
26. Saucier, D. A., Renken, N. D., Schiffer, A. A., & Jones, T. L. (2023). Recommendations for contextualizing and facilitating class conversations about diversity, equity, inclusion, belonging, and social justice. Applied Economics Teaching Resources, 5(1), 21-29. [Article]
27. Scott, C. (2020). Managing and regulating commitments to equality, diversity, and inclusion in higher education. Irish Educational Studies, 39(2), 175-191. [DOI]
28. Strayhorn, T. L. (2012). College students’ sense of belonging: A key to educational success for all students. Routledge.
29. Tiede, H. J. (2022). The 2022 AAUP survey of tenure practices. American Association of University Professors. [Article]
30. Tinto, V. (1993). Leaving college: Rethinking the causes and cures of student attrition (2nd ed.). The University of Chicago Press.
31. Wilson, J. L., Meyer, K. A., & McNeal, L. (2012). Mission and diversity statements: What they do and do not say. Innovative Higher Education, 37(1), 125-139. [DOI]
32. Yıldırım, A., & Şimşek, H. (2011). Sosyal Bilimlerde Nitel Araştırma Yöntemleri (Qualitative research methods in social sciences). (8th ed.) Seçkin Publications.
33. Yin, R. K. (2014). Case study research: Design and methods (5th ed.). SAGE Publications, Inc.
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
